EMOTIONALLY ENGAGED, INCLUSIVE PEDAGOGY AND TEACHING AS FACILITATION AND MEDIATION

ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-12 1398 EMOTIONALLY ENGAGED, INCLUSIVE PEDAGOGY AND TEACHING AS FACILITATION AND MEDIATION Uzbekistan State World Languages University, English Language Teaching Methodic no 1. Department Teacher Uralov Islom Ural o’g’li e-mail: islo[email protected] Abstract In Language teaching classes it is possible to use different types of approaches, techniques. They usually appoint the way how classes are conducted, and affect on students learning process. In the below-given article approaching classes like emotionally engaged, inclusive language teaching and teaching as facilitation and mediation are described. Keywords: Inclusive learning, Facilitation, Mediation, Emotionally Engaged Learning In present ELT classrooms conventionally different types of approaches are implemented which serves to develop students’ diverse skills, meet their needs and make the LT colorful. In some classes teachers will have to implement some distinctive types of approaches or techniques to meet their needs which are considered to be needs of learners, Emotionally Engaged, Inclusive Language Teaching or Teaching as Facilitation and Meditation are examples for abovementioned. In this article those terms are defined and Information about these approaches, techniques is provided. Creating an emotionally supportive and inclusive learning environment is essential in a transnational world where learners come from diverse linguistic and cultural backgrounds. Emotionally engaged and inclusive pedagogy recognizes the importance of learners’ emotional well-being and leverages their unique experiences and backgrounds as assets in the learning process. An integral aspect of inclusive pedagogy is acknowledging and incorporating students’ first language (L1) and home language knowledge into the classroom. Rather than viewing the L1 as an interference, modern language teaching embraces it as a valuable resource that can facilitate learning. By drawing on learners’ existing linguistic repertoire, teachers can enhance comprehension, build on prior knowledge, and promote deeper engagement. An emotionally supportive environment values the diverse backgrounds and experiences of learners, creating a more affirming and nurturing classroom atmosphere (Paris & Alim, 2017). Recognizing that emotions play a pivotal role in learning, teachers can foster positive emotional experiences that enhance motivation and engagement. This emphasis on emotional well-being connects to a part, where we introduce the neurobiology of language learning. We examine how emotions influence cognitive processes and learning outcomes, highlighting the importance of positive affect in education. An inclusive pedagogy also aims to promote learners’ motivation, identity, and agency— key factors that drive engagement and success in language learning. Further, we examine theories like the self-determination theory, the L2 motivational self system, and investment and imagined communities, emphasizing how learners’ perceived identities and aspirations influence their engagement with language learning. By adopting an emotionally engaged and inclusive pedagogy, teachers create a learning environment that not only advances linguistic proficiency but also supports the holistic development of learners. This approach acknowledges the interconnectedness of cognitive, emotional, and social factors in ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-12 1399 learning, aligning with the trans-disciplinary and ecological perspectives discussed throughout this article. Teaching as Facilitation and Mediation Effective language teaching in the 21st century emphasizes the teacher’s role as a facilitator and mediator of learning. Teachers design and orchestrate learning experiences that engage learners actively, fostering autonomy and critical thinking. They create environments rich in opportunities, or affordances, that encourage learners to interact with the language in meaningful ways. Focus on form (FonF) instruction is one approach where teachers strategically draw learners’ attention to linguistic forms within communicative contexts. Rather than isolating grammar instruction, FonF integrates it into meaningful communication, helping learners notice and internalize language structures. For example, during a discussion about environmental issues, a teacher might highlight the use of conditional forms to express hypothetical situations (“If we reduce plastic use, we can decrease pollution”). Scaffolding is another crucial concept, where teachers provide temporary support to help learners perform tasks they cannot accomplish independently. This support can take various forms, such as modeling language use, providing cues or prompts, and gradually with drawing assistance as learners gain proficiency. For instance, in a writing activity, a teacher might first provide sentence starters or vocabulary lists, then encourage students to compose their own sentences. Scholars suggest 5 key consideration related to Inclusive Language Teaching: As early as possible: all children have the right to receive the required support as soon as possible and whenever it is needed. This implies co-ordination and co-operation among services, led by one of the services concerned. The stakeholders involved need to build real communication among themselves, being able to understand and provide information to each other. Parents are key stakeholders. Inclusive education benefits all: inclusive education aims to provide quality education for all learners. In order to achieve an inclusive school, support is needed from the entire community: from decisionmakers to end-users (learners and their families). Collaboration is required at all levels and all stakeholders need a vision of long-term outcomes – the type of young people the school and the community will ‘produce’. Changes in terminology, attitudes and values, reflecting the added value of diversity and equal participation, are needed. Highly qualified professionals: in order for teachers and other education professionals to be prepared for inclusion, changes are needed in all training aspects – training programmes, daily practices, recruitment, finances, etc. The next generation of teachers and education professionals must be prepared to be teachers/trainers for all learners; they need to be trained not just in terms of competences but also of ethical values. Support systems and funding mechanisms: the best indicators for financing are not to be found in finances, but in measuring efficiency and achievement. It is essential to consider outcomes and relate them to the efforts invested to achieve them. This involves monitoring and measuring the systems’ efficiency in order to focus financial means towards successful approaches. Incentive structures should ensure that more financial support is available if learners are placed in inclusive settings, and that greater emphasis is placed on outcomes (not just academic ones). Reliable data: meaningful, quality data collection requires a systemic approach encompassing learner, placement, teacher and resourcing issues. Data related to learner placement is a useful and necessary starting point, but it needs to be supplemented with clear data on system outcomes and effects. Data ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-12 1400 on learner outcomes – the impact of inclusive education – is much harder to collect and is often lacking in countries’ data collection. To conclude, Emotionally Engaged Classroom and Inclusive Language Teaching make the class students development easier, impacts positively on in and out of the class connections of learners, helps learners skills develop through easier ways and create warm atmosphere among them. Sometimes using Teaching as Facilitation and Mediation is a need of class learners which makes it work better and provide valuable consequences. Reference: 1. H.D. Brown “Principles of Language learning and Teaching” 7th edition 2. “Five key messages for Inclusive Education” - The European Agency for Special Needs and Inclusive Education.