“Gender, linguistic diversity, and inclusion in second language teaching: Teachers' perspectives in multicultural classrooms”.

Arsena Shkurti and Lindita Lutaj
University Aleksander Moisiu

Abstract

Abstract: As global mobility continues to reshape European societies, classrooms have become increasingly diverse in terms of language, culture, and gender. In this context, second language (L2) teachers play a central role in ensuring that multilingual and multicultural learners—girls and boys alike—receive equitable opportunities for linguistic and academic development. This paper examines how linguistic and cultural diversity intersects with gender dynamics in L2 learning environments, focusing on teachers’ perceptions, challenges, and inclusive pedagogical strategies. The study aims to contribute to the broader discourse on gender and diversity promoted by the International Conference on Gender and Diversity (ICMS 47, Brussels). The research identifies key factors influencing L2 learning, including students’ prior language knowledge, cultural identity, gendered participation patterns, and classroom interactions shaped by social norms. A qualitative methodology was adopted, using semi-structured interviews with L2 teachers working in multilingual schools, combined with observational notes taken during classroom sessions. This approach enables a nuanced understanding of the interplay between linguistic diversity, gender, and inclusive teaching. Preliminary findings show that teachers encounter challenges such as cultural misunderstandings, gendered communication styles, unequal participation among male and female learners, and the difficulty of differentiating instruction. Yet, teachers also highlight that diversity enriches the learning process when culturally responsive pedagogy, gender-sensitive approaches, and the strategic use of students’ home languages are applied. The study concludes that institutional support, targeted training, and inclusive policies are essential for empowering teachers and promoting gender-just and culturally responsive L2 classrooms.

Presentation