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VOL. 8, ISSUE 1 (2026)
Training for inclusion: An empirical study of pre-service teacher’s learning of linguistic otherness and pedagogical adaptation
Authors
Ayesha Siddique
Abstract
Otherness refers to the process through which individuals
construct identity by distinguishing themselves from others within social
contexts. Factors including race, ethnicity, gender, socio-economic status,
religion, and language often shape such differentiation. Among these
dimensions, language-based difference, known as linguistic otherness, is
particularly relevant in multilingual and multicultural societies like India,
where language significantly shapes identity, social hierarchy, and access to
power. Within educational settings, linguistic differences can affect student
engagement, classroom participation, and learning outcomes. As a result,
effective pedagogy requires teachers to acknowledge students’ diverse
linguistic backgrounds and to adopt inclusive, culturally responsive, and
empathetic instructional approaches. Addressing linguistic diversity is
especially important during Pre-Service Teacher Learning (PSTL), as this stage
is formative in shaping teachers’ professional beliefs and classroom practices.
The present study investigates primary school teachers’ understanding of
linguistic otherness and their perceptions of its impact on their instructional
methods. Data were collected from 50 primary school teachers using a
structured, randomly administered questionnaire. The survey examined teachers’
views on the relationship between linguistic diversity and classroom dynamics,
as well as their approaches to modifying curriculum and teaching strategies to
meet varied linguistic needs. The study emphasizes the importance of
incorporating awareness of linguistic otherness into teacher education programs
to promote equitable and inclusive learning environments.
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Pages:24-28
How to cite this article:
Ayesha Siddique "Training for inclusion: An empirical study of pre-service teacher’s learning of linguistic otherness and pedagogical adaptation". International Journal of Educational Research and Studies, Vol 8, Issue 1, 2026, Pages 24-28
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