Abstract – Diversity, Equity and Equality in EFL Classrooms: Issues of Multilingualism, Inclusive Teaching, Learning, Assessment and Critical Digital Literacy Development

Diversity, Equity and Equality in EFL Classrooms: Issues of Multilingualism, Inclusive Teaching, Learning, Assessment and Critical Digital Literacy Development

Sviatlana Karpava, University of Cyprus, Cyprus

Due to global migration, multilingualism and multiculturalism have become the norm (Cenoz and Gorter 2015). It is important to include critical language awareness component in teacher training programs so that there is a link between theory and practice (Young, 2014; Gorter and Arocena, 2020).

Students can be autonomous learners, but educational institutions can help them to construct knowledge via guidance and assistance of the teachers and experts (Benson and Brack, 2009; Andrade, 2015), by creating a welcoming learning environment that recognises diversity, equity, equality and inclusion based on its structures, practices and attitudes. The outbreak of corona virus disease (COVID-19) has affected the higher education sector. During the present crisis e-learning, teaching and assessment have been playing a significant role.

Digital technologies in higher education facilitate the learning/teaching/assessment process, creating a student-centred environment (Johnson et al., 2016). According Alexander et al. (2017) and Wineburg et al. (2016), teachers need to develop digital literacy as e-learning cannot take place without e-teaching/assessment. Both teachers and students should have relevant training and support in order to use new technologies in an efficient and effective way (Gradinarova, 2015).

On-line environments can trigger effective collaboration among teachers, which allows them to exchange ideas, to implement innovative, student-centred teaching methods (Slavit et al., 2011) and to improve their motivation and self-efficacy (Wigglesworth, 2011), to facilitate teacher professional learning inspired by planning, preparation and inclusive approach to learning, teaching and assessment (Attard and Shanks, 2017). Inclusive teaching, based on the principles of diversity, equity and equality, collective responsibility, enriched by the varied backgrounds, experiences, learning needs and preferences of students, accessible methods of delivery, enhances the development of classroom community, increases the opportunities for the students to collaborate (Florian, 2014) and have better academic progress and achievements (Pufpaff et al., 2015). Collaboration is integral to the inclusion of students, especially students with special educational needs (Florian and Spratt, 2013), based on intentional learning (Ní Bhroin, 2017).

This study investigates the issues of inclusive teaching/learning and assessment based on the principles of equity, equality and diversity, and critical digital literacies in EFL classrooms; student engagement and collaboration in on-line environment, the development of critical digital literacy, cognitive, social and self-directed learning skills and beliefs about multilingualism of students, future EFL teachers in Cyprus, during a teaching methodology, teaching practicum course.

The students were asked to write on-line blog entries, based on the discussions/materials covered in class, on the topic of multilingualism, equity, equality and diversity, critical digital literacies in EFL classes, to express their views, perceptions of and attitudes towards multilingualism, teaching methods, approaches and techniques that can be implemented in linguistically and culturally heterogeneous classes, for inclusive teaching, learning and assessment. The analysis of the data (blog entries and comments, classroom discussions) showed that students, future EFL teachers, have a positive attitude towards multilingualism and inclusive teaching/learning/assessment and that they should be promoted. This is in line with the previous research by De Angelis (2011), Heyder and Schadlich (2014), Jakisch (2014), Otwinowska (2014) and Haukas (2016).

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