Towards Embracing a Multilingual Future: Fostering Newer Envisioned Spaces of Learning through the Intersection of Inclusive Education and Disability Studies

Abstract

The significance of multilingualism for children with diverse needs and the benefits of inclusive education and disability studies intersect in their varied strategies to implement different techniques to depict multilingual education as not merely an educational endeavour, but as a commitment to inclusivity and diversity to depict the uniqueness of the multilingual cultural value in embracing language learning and fostering the need to circumnavigate the requisite to comprehend and imbibe the two or more language learning formula. This paper explores the prospective of multilingualoriented pedagogy to augment inclusive educational practices on theoretical framework of Gibson's Affordance theory. The paper recommends training teachers with indispensible awareness and expertise to expose the flexible use of multilingual-oriented pedagogy, for teachers and education stakeholders to create and sustain inclusive learning spaces that respect learners' linguistic backgrounds, and empowering learners to embrace their multilingual identities, through the use of their multilingual skills in emic and social contexts to enhance learning and cherish their identities. The paper accomplishes that multilingual-oriented pedagogy will cuddles linguistic diversity that is not only crucial for promoting inclusion, but also arranges learners for success in an increasingly interconnected world. It is through this inclusive approach that classrooms can truly become spaces where learners thrive and flourish.