Creating an inclusive second language writing classroom through multiliteracies pedagogy: A duoethnography study

Abstract

Students with special educational needs face challenges in developing second language writing skills. These students lack specialised instruction and support, especially in mainstream classrooms, due to a lack of expertise and understanding of inclusive education. This article explores two teachers' conceptualisations of inclusive education and special educational needs, as well as investigating the application of a multiliteracies pedagogy in the context of fostering inclusivity within a second language writing classroom. Through duoethnography, the teachers share their experiences of tailoring lessons for students with special educational needs. The study highlights the complexities of inclusivity in second language writing classrooms with multiliteracies pedagogy and promotes professional learning through duoethnography. The analysis illustrates the challenges and opportunities for teachers catering to students with special educational needs. The article discusses whether using multiliteracies pedagogy for inclusive classrooms is a possible reality or an ideological pipedream.