Promoting inclusion in the English language class in Argentine secondary education: Challenges and opportunities for initial teacher education

Abstract

This study aimed to promote a social justice and inclusion agenda in initial English language teacher education. Framed within a collaborative action research project conducted in 2022–2023 in state secondary schools in two Argentine cities, it seeks to answer the following research question: How can designing teaching materials for English language teaching in Argentine state secondary schools contribute to preparing future teachers for inclusion and social justice? Findings indicate that the participants—pre-service English language teachers—perceived themselves as advocates for social justice and inclusion through their situated pedagogical practices. They decided to redesign the English language curriculum to foster social inclusion through: (a) context-responsive teaching materials; (b) linguistically and culturally relevant pedagogies; and (c) local activism projects. The synergy between participants’ conceptualisations, reflections, and actions fostered and guided processes of critical agency and professional development for inclusion within initial English language teacher education. This study has implications for teacher education programmes, continuing professional development, and educational policy.