Inclusive Pedagogical Practices for Primary Students Who Study in a Language of Instruction Other Than Their First Language in Sri Lanka

Abstract

This study explored how inclusive pedagogical practices are implemented for students from Tamil first-language backgrounds in Sinhala-medium primary classrooms in Sri Lanka and the factors influencing their implementation. Using a sociocultural framework and qualitative design, data were collected through teacher artefacts, observations, and interviews with ten teachers. Findings showed that teachers employ a wide range of inclusive pedagogical practices, including UDL, differentiated instruction, translanguaging, scaffolding, personalised learning, and peer collaboration, despite limited formal training. Practices were largely self-developed through experience and reflection. Implementation was influenced by ethnolinguistic divisions, societal perceptions, support systems, teacher education, and teachers’ knowledge, attitudes, and confidence.