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This study analyses how inclusive pedagogic strategies help bridge learning gaps between mainstream and marginalised learners in senior secondary school English language education. Today, with increasing diversity in classrooms, teachers are faced with challenges in providing equal learning opportunities to students coming from socioeconomically deprived or educationally disadvantaged backgrounds. Qualitative and quantitative research methods were utilised to explore better teaching strategies, such as customised teaching methods, guided learning support, and a culturally inclusive teaching approach, to improve English language skills. Data were collected from senior secondary teachers and students situated within diverse institutional contexts using standardised questionnaires, classroom observations, and semi-structured interviews. Results indicated that students who reported using inclusive teaching strategies showed improvements in linguistic proficiency, self-efficacy, and engagement. This study also brings forth the role of collaborative learning environments and continuous teacher professional growth in promoting inclusivity. Suggestions on reforming curriculum, designing teacher training modules, and policy initiatives with a focus on inclusivity in senior secondary school English language pedagogies are given at the end of this paper.
Mr. Atul, Dr. Vinod Kumar. “From Margins to Mainstream: Investigating Inclusive Pedagogical Strategies to Enhance English Language Mastery in Senior Secondary Education.” The Criterion: An International Journal in English, vol. 17, no. 4, August 2026, pp. 391-404. DOI, https://doi.org/10.66376/criterion.v17.n4.24.
Open Access · CC BY 4.0 · Crossref DOI ·
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