Resumen

VALDIRI VINASCO, Carolina. Bridging the Inclusion Gap in Colombian Language Classrooms: A Literature Review. Leng. [online]. 2024, vol.52, n.2, e20814310.  Epub 13-Feb-2025. ISSN 0120-3479.  https://doi.org/10.25100/lenguaje.v52i2.14310.

Inclusive classrooms are a priority for educators, as they are responsible for ensuring equal opportunities for all students. Previous research in Colombia focuses on specific aspects of inclusion, and there is a need for a comprehensive overview that offers a broader perspective of the state of inclusion within the country. This article addresses this gap by reporting findings of an analysis of thirty-three articles published in eight Colombian journals from 2000 to 2024 regarding the issues of inclusion and the use of differentiated instruction in second and foreign-language classrooms. This study aims to identify the types of inclusion commonly addressed, the main pedagogical strategies used, the possible use of differentiated instruction practices, and the difficulties reported. Furthermore, the article contributes suggestions for inclusive practices in the language classroom and identifies gaps for future research.

Palabras clave : Colombia; EFL; inclusion; differentiated instruction; special needs; literature review.

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