Perspectives of Linguistically Sensitive Teaching as a Component of Inclusive Classrooms in Lithuanian General Education

Abstract

The study focuses on an inclusive learning environment for children whose L1 is different from the language of schooling suggesting linguistically sensitive teaching (LST) as the response to challenges of increasing multilingualism. It aims to identify prospective teachers’ attitudes, beliefs, experiences, and viewpoints on how to achieve inclusive teaching using LST. Two qualitative frameworks – Reflection and Focus-Groups – were used to gather data on four dimensions: personal, instructional, institutional, and societal, two of which are presented here. The findings showed that LST can serve as a valuable component of inclusive general education.