Adapting Language Curriculum for Diverse Learners: Strategy for Inclusive Education

Authors

  • John Edor

    Department of Philosophy, University of Calabar, Calabar 540001, Nigeria
  • Elizabeth Akpanke Odey

    Department of Religious and Cultural Studies, University of Calabar, Calabar 540001, Nigeria
  • Enyioma E. Nwosu

    Department of Religious and Cultural Studies, University of Calabar, Calabar 540001, Nigeria
  • Gabriel Bubu Ncha

    Department of Philosophy, University of Calabar, Calabar 540001, Nigeria
  • Essien Udoaka Edem

    Department of Commercial and Industrial Law, University of Calabar, Calabar 540001, Nigeria
  • Ekpenyong Obo Ekpenyon

    Department of Religious and Cultural Studies, University of Calabar, Calabar 540001, Nigeria
  • Robert Bikom Etta

    Department of Religious and Cultural Studies, University of Calabar, Calabar 540001, Nigeria
  • Gideon Imoke Emeng

    Department of Religious and Cultural Studies, University of Calabar, Calabar 540001, Nigeria
  • James Ajang Aboh

    Department of History and International Studies, University of Calabar, Calabar 540001, Nigeria
  • Offiong Offiong Asuquo

    Department of Religious and Cultural Studies, University of Calabar, Calabar 540001, Nigeria
  • Lily Nnenna Ozumba

    Department of Public Administration, University of Calabar, Calabar 540001, Nigeria
  • Louis Ajom Edet

    Department of History and International Studies, University of Calabar, Calabar 540001, Nigeria

DOI:

https://doi.org/10.30564/fls.v7i7.9685
Received: 25 April 2025 | Revised: 16 May 2025 | Accepted: 23 May 2025 | Published Online: 14 July 2025

Abstract

In an era of globalization, classrooms are becoming increasingly diverse, necessitating the adaptation of language curricula to meet the varied needs of learners. This paper investigates effective strategies for designing inclusive language education that acknowledges and leverages students' diverse linguistic and cultural backgrounds. Through a comprehensive literature review, qualitative interviews with educators and quantitative surveys using ex-post-facto or causal comparative research design. The target population consisted of selected primary schools in Calabar Municipality. The estimated primary school population was 108,074 based on the school register. It is assumed that all these members of the population are in one way or another involved in both the diverse language learning process and also not involved vis-à-vis. The sample consisted of 506 individuals drawn from the study population. Stratified random sampling techniques were used in selecting the subjects Questionnaire items was deployed using the theoretical frameworks such as constructivism, culturally responsive teaching, universal design for learning UDL, Socio-cultural theory, differentiated instruction, critical pedagogy, and second language acquisition SLA were adapted as a paradigm to justify the results of the findings and it provided a comprehensive foundation for adapting language curricula for diverse learners. This study identifies key practices that enhance engagement and learning outcomes. Findings suggest that curricula that incorporate culturally relevant materials, differentiated instruction, and collaborative learning environments significantly benefit diverse learners. The findings underscore the necessity of flexible curricula that accommodate different learning styles and abilities, ultimately enhancing language acquisition and fostering an inclusive atmosphere. The paper concludes with actionable recommendations for educators and policymakers aimed at fostering inclusive language education.

Keywords:

Curriculum; Diverse Learners; Languages; Linguistic; Cultural; Cognitive Learning

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How to Cite

Edor, J., Odey, E. A., Nwosu, E. E., Ncha, G. B., Edem, E. U., Ekpenyon, E. O., Etta, R. B., Emeng, G. I., Aboh, J. A., Asuquo, O. O., Ozumba, L. N., & Edet, L. A. (2025). Adapting Language Curriculum for Diverse Learners: Strategy for Inclusive Education. Forum for Linguistic Studies, 7(7), 283–297. https://doi.org/10.30564/fls.v7i7.9685

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Vol. 7 , Iss. 7 (July 2025): In progress

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Copyright © 2025 John Edor, Elizabeth Akpanke Odey, Enyioma E. Nwosu, Gabriel Bubu Ncha, Essien Udoaka Edem, Ekpenyong Obo Ekpenyon, Robert Bikom Etta, Gideon Imoke Emeng, James Ajang Aboh, Offiong Offiong Asuquo, Lily Nnenna Ozumba, Louis Ajom Edet

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.