FROM ACCESS TO SUCCESS: EQUITY-BASED PRACTICES IN FOREIGN LANGUAGE EDUCATION
Keywords:
equity in education, foreign language learning, access, success, inclusive pedagogy, differentiated instruction, educational justiceAbstract
This research investigates the progression from basic access to equitable academic success in foreign language education, focusing on the development and implementation of inclusive, equity-based pedagogical strategies. Utilizing a comparative mixed-methods approach, the study draws on experiences from English as a Foreign Language (EFL) classrooms in Uzbekistan and Indonesia to analyze how differentiated instruction, culturally responsive teaching, and inclusive assessment models can bridge gaps in opportunity and achievement. The findings reveal that many institutional and instructional barriers persist, including unequal access to resources, minimal teacher training in inclusive practices, and curriculum rigidity. However, the data also highlight promising equity-oriented strategies such as Universal Design for Learning (UDL), peer-assisted learning, and scaffolded tasks that address learners' diverse needs. Student feedback underscores the link between perceived fairness, engagement, and academic growth. By emphasizing success rather than mere access, this study advocates for a paradigm shift in foreign language teaching policies and practices, encouraging schools and educators to adopt systemic approaches that promote both inclusion and achievement. The paper concludes with recommendations for teacher training, curriculum reform, and further research on scalable models of equity-based language instruction.References
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