A Conceptual Model for Inclusive Computer-Assisted Language Learning: A Collaborative Ethnography

Abstract

This study addresses critical gaps in the understanding of inclusivity within computer-assisted language learning (CALL) environments. Employing a collaborative ethnographic approach, the study incorporates diverse perspectives from seven early-career CALL teachers and researchers to investigate the influential factors shaping inclusive CALL practices. The proposed conceptual model of inclusive CALL advances both theoretical and practical understandings of this area by highlighting the interconnectedness of key factors and providing insights into designing and working in accessible, adaptable CALL environments. Furthermore, the study emphasizes the significance of ongoing professional development, equitable institutional policies, and societal advocacy to foster inclusive education. By facilitating dialogue among scholars, educators, and policymakers, this study enriches the growing discourse on inclusivity in CALL and lays the groundwork for future studies and practical implementations across diverse educational contexts.