Inclusive education has become a global phenomenon, across the board with many countries having a long standing commitment in law and policy. In the day to day teaching of English First Additional Language (EFAL) requires the adoption of Inclusive practices in the developmental years of a leaner in order for leaners to transfer the mother tongue proficiency to EFAL leaning. The correct measures being put in place when teaching EFAL and incorporating inclusive practices assembles a leaner that can read and write. Furthermore, it helps to develop a leaner with knowledge and potential to participate fully in their community and broader society. The Zone of Proximal Development (ZPD) by Lev S. Vygotsky underpins this study as the theory of language development focusing on social learning. A systematic literature review was used to ensure that data generated is transparent, rigorous, and structured. It emerged that incorporating inclusive practices in schools helps in teaching EFAL and teachers embracing inclusion in their teaching of EFAL. This paper concludes that inclusive practices are essential in the teaching of EFAL as it promotes the development of a leaner who does not only read and write but a leaner that listens, speak and view information with a variety of supplementary texts including print, digital, video, images and conversations. Furthermore, this study embraces language development through Inclusive practices as a foundation for the teaching and learning of EFAL to the second language speakers.

Keywords: Inclusive Education, Inclusive practices, English FAL, teaching, leaning.