Teacher Readiness for an Inclusive English Classroom in Bhutan: Opportunities and Challenges
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Abstract
Bhutan’s education system is shifting towards inclusivity, seeking to embrace and accommodate the diverse learning needs of all students. As the country advances its commitment to inclusive education, English teachers play a pivotal role in fostering an inclusive classroom culture. Therefore, it is essential to understand how prepared English teachers are for an inclusive classroom. Since there is no research on the topic in Bhutan, the present study aimed to identify and analyse the opportunities and challenges faced by Bhutanese secondary English language teachers in creating an inclusive English classroom. The study employed a qualitative design. Data for the study were gathered from nine English teachers teaching in secondary schools in urban and semi-urban settings. Six phases of thematic analysis (Braun & Clarke, 2018) were employed to analyse the data. The findings highlighted that fostering inclusivity requires a multifaceted approach, including equal access to learning, activities, and resources for all students. The benefits of an inclusive English classroom included enhanced academic achievement, development of social skills, and global citizenship readiness. However, challenges such as inadequate knowledge, limited resources, and time constraints were identified, emphasising the need for ongoing professional development, access to diverse resources, and collaborative networks. It is recommended that training be provided and relevant resources be made available to English teachers to enable them to create an inclusive English classroom.
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