Of tongues and ties: Surfacing inclusive strategies in linguistically diverse classrooms

Abstract This qualitative study examined the inclusive strategies in language teaching that teachers (ties) employed to cater to the different linguistic backgrounds (tongues) of the primary learners in the Philippines. It also explored the effects of these inclusive strategies on the pupils’ learning. Five teachers teaching in a classroom with linguistically diverse students and 16 linguistically diverse pupils from kindergarten to Grade 3 participated in the study. Findings from interviews, classroom observation, visual learning materials, and learning logs revealed that teachers utilized diversifying instructional materials, diversifying communication mediums, and diversifying activities strategies to cater to all the pupils’ needs despite their language differences, making inclusive education accessible. However, although these strategies were inclusive, they evoked maximized learning and minimized learning in the pupils. Because diversity is a constant in multicultural settings like the Philippines, the findings suggest that teachers must improve time management while using inclusive strategies to offset the minimized learning effect, i.e. the lack of time. Implications and recommendations are discussed.


Introduction
Although educational systems worldwide differ significantly in classification and inclusion rates, inclusive education has become a topic of intense discussion, empirical investigation, and

PUBLIC INTEREST STATEMENT
As classrooms become more diverse, not only in culture and practices but also in language, language teachers become more challenged to come up with inclusive strategies to cater to the needs of pupils in a linguistically diverse classroom.These inclusive strategies will make the pupils feel welcome and at ease in their classrooms regardless of their linguistic backgrounds.
a pedagogical reform initiative in recent years (Krischler et al., 2019).Implementing inclusive education (IE) may be challenging, especially in higher education institutions (Moriña, 2017), but it is an approach that allows all students, regardless of their abilities, disabilities, or socio-economic background, to be educated together in a mainstream classroom with appropriate support and accommodations provided (Krischler et al., 2019;Lindner & Schwab, 2020;Saloviita, 2020).Additionally, IE offers an environment where learners can gain knowledge and actively engage in challenging activities that promote equality and success (AlMahdi et al., 2019;Loreman, 2017), providing opportunities for all students to learn together.
In English language education, IE is commonly discussed with regard to language classes with linguistically diverse learners.Martin-Beltrán et al. (2017) asserted that a linguistically diverse classroom is different from mainstream classrooms in terms of language use.In other words, a linguistically diverse classrooms typically consist of various types of students, such as those whose primary language is not English and learners learning a second or foreign language (Commins & Miramontes, 2006), coming "from diverse social, cultural, and economic backgrounds" (Gonzalez et al., 2011, p. viii).
In the Philippines, the implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) requires teachers from kindergarten to Grade 3 to use the mother tongue mandated by the Department of Education (DepEd) as a medium of instruction and to teach it as a subject (DepEd Order No 16, s, 2012).However, one of the challenges in implementing MTB-MLE is teaching classes in which a range of mother tongues is spoken (Metila et al., 2016).Considering the Philippines has 183 living languages (Westphal, 2020), there will always be linguistically diverse classrooms.As a result, educators need to consider how they can create a supportive and inclusive learning environment that meets the needs of all students in linguistically diverse classrooms.In the context of the study, linguistically diverse classrooms refer to classrooms in which pupils in one class have different mother tongues or first languages (L1).
While previous studies have explored inclusive education in various contexts, these studies mostly focused on teachers' and parents' attitudes toward IE (see AlMahdi et al., 2019;Paseka & Schwab, 2020;Saloviita, 2020), teacher agency (Miller et al., 2022), IE in higher education (Moriña, 2017), and IE's issues and challenges (Engelbrecht, 2020;Love & Horn, 2021).In other words, there need to be more studies that concentrate on inclusive teaching practices in language education, especially in the Philippine context.Thus, the current study examined the inclusive strategies in language teaching that teachers employed to cater to the different linguistic backgrounds of the primary learners in the Philippines.It also explored the effects of these inclusive strategies on the pupils' learning.Additionally, this study represents an essential contribution to the field of language education, as it addresses a significant gap in the existing literature by exploring strategies for inclusive language teaching for classrooms with pupils with diverse linguistic backgrounds.

Inclusive strategies in education
The goal of inclusive education is to give all students, including those with disabilities or other special needs, equal chances to learn and take part in classroom activities alongside their peers without any prejudice (AlMahdi et al., 2019).Although Moriña (2017) acknowledged that implementing inclusive education practices, especially in universities can be difficult, it is crucial for promoting social justice and equality, considering that education is a fundamental human right, and all students, regardless of their background or abilities, have the right to access quality education.For instance, in a study conducted by Yada and Savolainen (2017), the researchers examined how Japanese teachers feel about inclusive education and how effective they are at it.Using a survey approach with 359 primary and secondary teachers in Japan, the result revealed that, despite teachers' generally good attitudes toward students with disabilities, they had some reservations about implementing inclusive education in their classrooms.Moreover, it was also found that Japanese teachers had a lower self-efficacy than other nations, especially when controlling students' problematic behavior.
The study by Yada and Savolainen (2017) may imply that there may be obstacles to implementing inclusive education approaches in Japan, especially regarding teacher attitudes and selfefficacy.Although Japanese teachers largely supported inclusive education and had positive views toward students with disabilities, they may lack the skills and knowledge to integrate inclusive education strategies successfully.Furthermore, the low self-efficacy that Japanese teachers experienced, particularly when dealing with challenging student behavior, raises the possibility that greater assistance and instruction may be required to provide teachers the confidence they need to apply inclusive educational practices.Loreman (2017) noted that the core of the inclusive education is strategy, for "without effective strategies, we have no operative method of education and, without purposeful and effective inclusive pedagogy, we have no basis for meaningful inclusion (p.2)."An inclusive strategy utilizes teaching methods that may attend to the plurality of students from different cultural backgrounds, learning needs, styles, and abilities.In other words, it enhances students' engagement in the learning process.
According to Lindsay (2003), an inclusive approach to education recognizes, responds to, and welcomes perspectives from learners of different cultural and linguistic backgrounds, increasing access to education and maximizing learning potential.This strategy may encourage teachers to consider this diversity in their teaching practice and support the idea that each culture and language has a distinctive educational contribution.Also, an inclusive strategy that promotes the involvement of students' families and communities in the learning process may help create a welcoming learning environment, allowing all students to participate.
Although employing inclusive pedagogical practices "requires a specific environment with adequate and flexible use of resources, flexibility in curricula, teacher competences and knowledge and an understanding of inclusive education as an opportunity for a beneficial educational for every student" (Lindner & Schwab, 2020, p. 19).Lindner and Schwab (2020) and Finkelstein et al. (2021) acknowledged that (1) collaboration and teamwork, (2) instructional practices, (3) organizational practices, (4) social/emotional/behavioral practices, and (5) determining progress must be considered by teachers in designing inclusive classroom practices.Since inclusive strategies provide students the opportunity to actively analyze and comprehend information and demonstrate their knowledge and skills, allowing them to participate entirely in the classroom (Lindsay, 2003), these inclusive teaching strategies and practices should create a space where all students feel appreciated and encouraged.

Employing inclusive strategies in classroom teaching
Previous studies (Hall et al., 2015;Rose et al., 2014) have shown that inclusive strategies in education can positively impact all students' academic performance, self-esteem, and socialization skills, including those with disabilities, learning difficulties, or other forms of marginalization.For example, Rose et al. (2014) mentioned that inclusive strategies such as the Universal Design for Learning (UDL) which is based on three principles: multiple means of engagement, multiple means of representation, and multiple means of action and expression can positively affect academic performance of the students as well as the course facilitator's perceptions.Rose et al. (2014) explained that multiple means of engagement support effective learning through giving activities such as instructional games and simulations, real virtual tours, and collaborative learning.While, multiple means of representation focus on the content to be learned through various channels, such as multimedia presentations, digital texts, and discussions, multiple means of action and expression also support strategic ways in which learners show their understanding in multiple ways, such as through traditional tests or papers or creative and innovative art, multimedia presentations, and digital recordings (Rose et al., 2014).
In another study, Hall et al. (2015) investigated whether UDL-CBM integrated directly into a digital learning environment promoted improved reading outcomes for all students, particularly those with disabilities, using a mixed-method research design.The researchers examined the effectiveness of Strategic Reader using two different treatment learning modalities to assess students' progress (online vs. offline).Results from the experiment showed that UDL and CBMs have a considerable potential to improve reading comprehension for all students and the general efficacy of employing technology to integrate UDL and CBMs for students with LDs.For students with learning disabilities (LDs), the score development in online versus offline circumstances differs significantly.These pupils had a statistically significant score rise in the online progress monitoring condition.Furthermore, compared to their peers in general education, children with learning disabilities report being significantly more engaged by (and with) Strategic Reader.
Similarly, a study conducted by King-Sears et al. (2015) in the US on UDL to students with and without disabilities explored how students with and without disabilities learn Chemistry.The researchers created a multi-part module of lessons on molar conversions that incorporated universal design principles, rules, checkpoints, and previous studies on how students with and without disabilities learn.A UDL treatment or a comparative condition was randomly allocated to each student in four co-taught high school chemistry classes.Each co-teaching team taught one comparison and treatment class.In order to implement UDL, the researchers used the following strategies: (a) a self-management strategy for the multi-step mole conversion process (using the acronym IDEAS as a mnemonic); (b) multimedia lessons with narration, visuals, and animations; (c) procedural facilitators with IDEAS for conversion support; and (d) student workbooks that mirror video content and contain scaffolded practice problems.Then, all students performed a pre-test, post-test, and post-test with a four-week delay.The results revealed that there were no changes across conditions that were statistically significant.However, for post-tests, there was an interaction effect between students with and without disabilities.
Studies (De Jesus, 2012;Lawrence-Brown, 2004;Waldron & McLeskey, 1998) also showed that Differentiated Instruction (DI) is another approach that can be used for inclusive education pedagogies.Differentiated instruction is the technique of adjusting and adapting materials, content, student projects and deliverables, and assessment to match the learning requirements of students, considering that every student is unique and needs various instructional strategies to succeed in school (De Jesus, 2012).Hence, students' varied readiness levels, interests, and learning profiles are accommodated in differentiated classrooms.Waldron and McLeskey (1998) stressed that differentiating instruction means that teachers will construct distinct degrees of expectations for task completion within a lesson or unit.They emphasized helping schools create environments where all learners can be successful because for inclusion to be successful, all students must benefit.Thus, Lawrence- Brown (2004) recommended that teachers who would implement differentiated instruction utilize the following strategies in a diverse learning environment: (1) "promote active learning, including hands-on experiences, concrete and multisensory representations, cooperative learning, and real-life applications of concepts/skills; (2) connect subject matter with students' interests, communities, and experiences; and (3) incorporate multiple intelligences and learning styles" (p.39).
Additionally, the literature review of Orr and Hammig (2009) yielded substantial evidence on the value and efficacy of various inclusive teaching strategies and learner supports, including graphic organizers, assistive technologies, strategy instruction, and guided notes.Orr and Hammig (2009) also posited that inclusive classrooms must offer multiple means of evaluating student learning; at the very least, faculty should carefully consider the pros and cons of timed versus untimed exams.They, too, figured out that a more inclusive environment offers flexibility by way of assistive technologies (e.g., speech recognition for writing papers), alternative formats (performance, project, essay, application), and even location (a quiet, distraction-free place to take exams).The studies in their review suggest many behaviors and techniques promoting a sense of caring, respect, and personal accessibility.For instance, faculty can hold online office hours in addition to building-based hours, making inclusive disability statements (i.e., invitations for students to speak with faculty about learning issues) early in the course, holding high expectations for all students, including those with disabilities, and welcoming assistive technologies and other accommodations with a cooperative attitude (Orr & Hammig, 2009).
However, although previous studies examined teachers' and parents' attitudes toward IE (see Al-Mahdi et al., 2019;Paseka & Schwab, 2020;Saloviita, 2020), teacher agency (Miller et al., 2022), IE in higher education (Moriña, 2017), and IE's issues and challenges (Engelbrecht, 2020;Love & Horn, 2021), there has been limited studies conducted which explored inclusive strategies focusing on classrooms with pupils having diverse linguistic backgrounds.To address this gap in the literature, this study aims to surface inclusive strategies that help the teachers tie or address the different linguistic backgrounds (tongues) of the pupils.Specifically, it sought to answer the following questions: (1) What inclusive strategies in language teaching do the teachers employ to cater to the different linguistic backgrounds of the learners?
(2) What are the effects of these strategies on the pupils' learning?
Furthermore, this study emphasizes promoting linguistic inclusion and diversity in classrooms.Such strategies contribute significantly to creating an environment conducive to effective learning and overall academic success while fostering a sense of belonging among diverse student populations.This study hopes to benefit primary education teachers catering to pupils with different linguistic backgrounds.It hopes to add to the body of knowledge by surfacing strategies that cater to concerns in classrooms with linguistically diverse pupils.

Design
This qualitative study utilized a case study design.In a case study, the "researcher explores in depth a program, an event, an activity, a process, or one or more individuals" (Creswell, 2003, p. 15).Specifically, this study employed a single instrumental case study in which the "researcher focuses on an issue or concern, and then selects one bound case to illustrate this issue" (Creswell, 2007, p. 9).It is also a cross-sectional case study, involving key informants from different levels with the pupils in each classroom coming from different linguistic backgrounds.One-on-one semistructured interviews were conducted to gather data allowing the researchers to prepare questions in a particular order while still giving freedom for the participants to supply additional details during the interview.

Setting and participants
The study was conducted in one of the basic education schools in the Cordillera Administrative Region (CAR), Philippines.CAR is home to numerous indigenous tribes, making it the most diversified ethnolinguistic region in the country and having linguistically diverse school settings (Gonzales & Ngohayon, 2015).This makes the locale of this study an apt example of a society with linguistically diverse classroom settings in need of inclusive strategies.Diverse as it may be, the Department of Education identified only one language in the North, Iloko, that can be used as a medium of instruction and as a subject (DepEd Order No 16, s, 2012).
The key informants for this cross-sectional exploratory case study were five teachers (all females) with a teaching experience between seven and 20 years and aged between 35 and 50.These teachers, with a bachelor of elementary education degrees, held classes with diverse linguistic backgrounds from kindergarten to Grade 3.They were assigned codes as T1, T2. ..to withhold their identity.Also, 16 pupils from different linguistic backgrounds studying from Kinder to Grade 3 participated in the study.These pupil participants used varied languages such as Ibaloy, Kankana-ey, Ilocano, Tagalog, and Kalanguya as their first languages, signifying their fluency and competence in these languages.These pupil participants, who were given codes P1, P2, etc. . .were selected by their teachers to participate in the study.

Research tools
The researchers utilized interview guide questions, teachers' learning logs and classroom visual materials, and classroom observations as tools to gather the data.The interview guide questions, which were rephrased to fit the point of view of the key informant (as a teacher or pupil), were crafted in consonance with the open coding analysis.The researchers also borrowed teachers' sample learning logs and classroom visual materials to identify how these materials were used by the teachers to cater to students' with diverse linguistic backgrounds.Additionally, the researchers conducted classroom observations in each grade level in the mother tongue subject to validate the interview data.The classroom observation examined the inclusive teaching practices employed by the teachers in addressing students with diverse linguistic backgrounds.During the observation, the researcher acted as researcher-observer.To avoid data loss, an audio-video recorder and observation notes were also used by the researchers.The audio-video recorder was used during the interview and classroom observations.

Procedure and ethical consideration
Data collection was done in three months.The teacher-participants were interviewed, and the interview was recorded using an audio recorder, which lasted between 30 and 45 minutes.Before the interview, the researchers asked for the teacher participants' convenient time and place for the interview.Then, they were given informed consent, defining their roles in the research process.Additionally, the researchers told the participants that their participation was voluntary, the data and their information were withheld anonymously, and they could withdraw their participation anytime during the data collection.At the start of the interview, the key informants were asked what language they were more comfortable using during the interview.The choice of the language of the key informants facilitated a smoother flow of answering the questions and gathering more comprehensive data.Moreover, each pupil was also interviewed between 10 and 30 minutes.Before interviewing the pupils, the researchers gave a short orientation to each pupil on what they would do.Then, they signed an assent form, making sure that they understood their participation and the role they had for the study.Their parents also signed a consent form and permission from the school authorities was sought.The pupils were also asked about the language they were most comfortable with in the conduct of the interview.Although the language used was the pupils' choice, the researcher translated some words or phrases, rephrased some questions, and gave illustrations as the need arose to clarify situations, facilitate better comprehension, and elicit clearer answers.
Since document analysis and observations aid in comprehending the context of the unit under the case study (Merriam, 1998), the researchers borrowed three sample learning plans and visual materials from each teacher to be used as data sources.Additionally, the researchers conducted three classroom observations in each grade level in the mother tongue subject to validate the interview data.Although the first observation was recorded, it was not included in the data analysis since it was meant to minimize the halo effect.

Analysis of data
The researchers analyzed the interview data in four stages: reviewing the data and creating codes, comparing codes for patterns and categories, developing and verifying themes, and developing assertions, as posited by Brown and Barrio Minton (2018).Hence, after the interview data had been transcribed, initial open coding using the atlas.tiwas employed separately for each interview data from teachers and pupils.During the open coding, three spreadsheets were used for each research question.For the first research question, each spreadsheet had three columns.The first column lists the activities or tasks that surfaced from each interview data, the second column lists the key informants from whom the codes were taken, and the third column enumerates the specific line mentioned by the key informant.
Similarly, for the second research question, each spreadsheet lists the particular effects that surfaced from the interview in the first column, the source or key informant in the second column, and the specific lines mentioned by the key informants.Using the atlas.ti, the activities or tasks for the first research question and the very specific effects for the second research question surfaced in the open code were categorized and given another code or label.The data codes from each group of key informants were compared first.After this, the finalized code of the data from the teachers were analyzed vis-a-vis the finalized codes of the data from the pupils.The relationships among the codes to achieve densification and saturation of data (Glaser, 1994) were done to surface the final themes.Data from the classroom observations, sample lesson plans, and visual materials posted in the classroom were used to triangulate the themes that surfaced in the study.They were coded separately using the same codes used previously in the interview data.Since this is a case study, integrity measures (Brown & Barrio Minton, 2018) were utilized using participant and source triangulation as triangulation gives more depth and evidence and avoids researcher bias.Participant-response validation, member-checking, and bracketing strategies were also utilized.In the presentation of the findings, the interview excerpts were already translated into English to facilitate understanding and clarity.

Findings
Based on the interview, three inclusive strategies in language teaching that teachers employed to cater the different linguistic backgrounds of the learners were identified.These are diversifying instructional materials, diversifying communication medium, and diversifying activities.

Diversifying instructional materials
This multi-sensory strategy refers to the teachers' use of pictures, audio and video clips, and real objects.Specifically, it deals with using materials that appeal to the different senses of the pupils, including their sense of sight and hearing, so that even if they come from different linguistic backgrounds, they can clearly comprehend the concepts being discussed.These audio and visual materials bridge the gap between the learner and the unfamiliar concepts since using contentrelated videos helps concretize ideas and engages the learners in the subject matter (Cakir, 2006).For example, in the study, teachers used pictures, videos, and short video clips in Ilocano for the pupils to understand the concepts.In the interview, T1 mentioned: I use picture clues.At times, we use TV.If we could create instructional materials with activities having pictures, we do it.It was a coincidence that our lesson was on animals and my assignment for development at the D.O. was on a similar topic.It is not enough for them to see how plants grow . . .and then for transportation, it is much better if they hear the sounds since some expect the vehicle sound.(T1) Similarly, T2 opined that "I really use actual situations so that they could easily understand."T2 also added that some pupils did not know "cup," "but they could easily understand it if they see the real object or picture." When pupils (P5, P10, P12, P16) were interviewed, they affirmed that their "teachers use pictures and videos" where "questions are shown on the TV screen for group one to answer."Pupils 15 and 12 also shared that their "teachers used other inclusive practices such as cutting figures" so that other pupils with different linguistic backgrounds could comprehend the day's lessons.P10 and P11 further underscored that despite speaking different languages (Ibaloy and Tagalog, respectively), they understand the lesson because of the pictures and videos used by their teachers.T1 mentioned that the learners, despite speaking different languages, participate in class recitation as pictures and realia guide them.
Furthermore, the use of pictures was also evident as the teacher used them to introduce the lesson on vegetables during the classroom observation.The teacher frequently used pictures and real vegetables to motivate the pupils to elicit clues and/or meanings of mother tongue words.As the class went through the lesson, the teacher also used a big book with big illustrations, capturing the pupils' attention.Thus, pupils were not only motivated, but they also had a chance to practice reading the story in their language.T5 related that using pictures and real vegetables in vocabulary lessons and concepts of food rich in different vitamins helped the learners understand the lesson because these materials made the concepts relatable and concrete despite the different terminologies that learners use to refer to the specific vegetables.
Learning logs of the teachers also indicated the use of materials such as big books (teachermade books), charted activities, real objects, PowerPoint presentations, localized and downloaded videos, and pictures to teach the subject matter on vocabulary words in the mother tongue.Specifically, in one of the learning logs, the teacher placed kanatengan (picture of a vegetable garden) and nag-apit (picture of harvesting).In addition, visuals were not only used during the classroom discussion to teach the mother tongue itself but they were also displayed on the classroom walls.For instance, the counting numbers were posted with pictures of two hats to two (2) and three bees to indicate three (3).Also, potted plants were labeled with words such as plants, halaman (plant), and mula (plant).

Diversifying communication medium
Diversifying communication medium is a strategy that refers to using different languages to clarify certain concepts as well as allowing pupils to communicate answers using different languages.Learning in the mother tongue combined with multilingual education can be an effective approach where children become proficient with the mother tongue while laying foundations for learning additional languages (Ball, 2010).
In the context of the study where the pupils have different languages, multilingual or bilingual education is used for all learners to understand concepts being discussed in the classroom.The teachers use different languages that the pupils understand, translate concepts to different languages, and accept pupils' answers articulated in the different languages spoken by the pupils.Teacher 5 said that they "do multilingual teaching and use the different medium of instruction."specifically, Teacher 4 mentioned that "we translate Ilocano to Filipino; most of the time, our point of understanding is Filipino".The pupils also mentioned that their teachers shift to another language, translate, and accept answers they articulate using their own languages.Pupil 5 disclosed that "the teacher translates it [the lesson] in English or in Filipino".
In one of the classroom observations, the teacher wrote the translated words in simpler English, Ilocano, or Filipino like: matrikula-tuition fee, nagannak-parents, naduma-duma-agsasabali, ibaiba (varied) and agyaman -magpasalamat (will give thanks/will express gratitude).Additionally, the teacher also indicated in their learning logs under the presentation column that the pupils were asked to identify the appropriate unit for seven pieces of lady-fingers (okra).It is also noticeable that the other items, such as fish, papaya, and fruit, were not translated because they are words the pupils can understand.Translation was only used for unfamiliar words such as lady finger (okra).
Moreover, the visuals posted on the wall also showed the teachers' use of translation.For instance, the counting numbers were labeled in three languages: Ilocano, Filipino, and English, e.g.duwa, dalawa, two, and tallo, tatlo, three.The plants were also labeled in English, Filipino, and Ilocano languages, specifically plants, halaman, and mula.

Diversifying activities
This strategy involves the teachers' use of different classroom activities and the collaboration of pupils with their classmates.This strategy may be applied on two levels.In the first level, the teacher aids the learners by giving them varied classroom activities such as unlocking difficulties and using creative performances and games in order for these learners from different linguistic backgrounds to understand the language smoothly.The teachers mentioned that they utilize unlocking of difficulties, group activities, and games.Teacher 1 emphasized that "you need to unlock difficult words for them to understand at least the main topic of the story."In understanding a story, for instance, T1 articulated that she asks the learners to identify words they cannot understand, then she explains the words using simpler terms, using examples in the local language, or translating the term in the local languages that the learners understand.Teacher 2 opined: As my strategy, at times I assign them group numbers, say 1-4.They have groups so they will not be taking each other's turn.I assign their group number in such a way that only group 1 answers, for instance.What I did yesterday was similar to that of a game of luck.They will draw lots so that only group 1 will answer, for them not to answer at the same time.Group work such as plays and word puzzles.Those that are fun activities.
Pupils 6 and 7 confirmed that the teacher gave some group activities in which different tasks were assigned to each group.For example, group 1 would be tasked to make a song, group 2 would make a drawing and so on.Pupil 7 even recounted a time when their teacher assigned one group to perform a song, another group to perform a dance, and another to rap.T5 articulated that she asked her students to perform dance, song, drawing, or poem to represent how they relate to the story's theme.Pupil 7 also recalled that they were asked to answer letters and poems.Answering letters and poems, T4 stated, was an activity for communicating feelings.The learners were asked to use English, Filipino, or any language that could better express their feelings.Furthermore, Pupil 12 also remembered that their teacher asked them to make masks and let them play with clay.T4 mentioned that these activities were done to represent their thoughts about what they feel about the story.
Varied activities were also evident in the learning logs of the teachers from the procedure down to the evaluation part, specifically on the reflection item wherein they had to indicate the strategies that worked well and justify why it was effective.One reason indicated by the teacher on her learning log was the emphasis on differentiated activities, where learners were provided with learning activities based on their learning needs.
For the visuals, one of the teachers placed a wooden board near the door entitled Aramid iti Babassit nga Ima (The Work of Little Hands).This wooden board has spaces for each student in class labeled with the pupils' names.The papers and other activities of the day were placed on the board so that when the parents/guardians fetched their children/ward, they could easily monitor the learners' progress and identify what kind of help or guidance pupils need from their parents/ guardians.
Furthermore, visuals in one of the classrooms evidently showed that the teacher used games and group activities in her class as she posted a chart with group numbers where she placed stars whenever a group earned points.Also, in a certain classroom, there was a display of the puppets the teacher used during class activities and games.
In one of the classroom observations, the teacher asked the pupils to identify the missing parts of the carabao.One of the pupils answered sara (horns) while the others answered sakngod.The teacher clarified for the pupils what the answer was, and the pupils answered sakngod, Kankanaey term for sara (horns).Pupil 12 stated that the teacher's acceptance of an answer articulated in a local language encourages him to participate in class recitation.For the learning plan as a source of data, one of which indicated that the teaching strategy that worked well was group collaboration.Group collaboration was evident during the class observation when the teacher asked her learners to work per group in answering the puzzle.

Maximized learning
Maximized learning, in the context of this study, refers to the positive effects of using inclusive strategies in a linguistically diverse classroom.With the different inclusive teaching strategies used by teachers in their classrooms, it can be noted that these aid in the students' learning.Some of the common responses when asked about the effects of the strategies on the pupils' learning were improved comprehension and better academic performance.
In the interview, Pupils 2, 6, and 11 mentioned that using translation helped them understand difficult words, enabling them to answer their teachers' comprehension questions.Pupil 1 further articulated that she understood the story better because her teacher translated the words in the class.She also wished her teacher would always translate terms for her to comprehend better.
From the classroom observations, it was evident that positive effects took place in the four walls of the classroom due to the different strategies used by the teachers.Most of the pupils raised their hands to participate in class discussions when their teacher asked them about the story.The story in this context was presented with the aid of pictures.With the teacher accepting answers stated by pupils in their local language, the students were also motivated to answer that they sometimes answered in chorus, articulating different terms but with the same meaning.
In one of the classrooms, a chart was placed at the upper right-hand corner of the board.This chart is used for recitation.If a pupil in the assigned group can recite, the teacher places a smiley or a star.In one of the classrooms, a similar area is allotted where the teacher places sticks if the pupils can answer.Based on the researcher's observation of these corners, the pupils are enjoying, given the fact that these areas have a lot of sticks and smileys/stars.

Minimized learning
This effect refers to a negative result of employing the strategies.In using the strategies, the class time is diminished or minimized, resulting in a lack of time.Teacher 5 stated: It is time-consuming.Instead of proceeding to the lesson, the teacher keeps on translating individually.At times, it lessens the time allotment of the subject and the time to make sufficient materials.This is also evident in one of the classroom observations, where the teacher employed unlocking of difficulties.The teacher unlocked unfamiliar words such as gayyem (friend) and naamiris (think/ reflect), and the pupils had a lot of questions about the terms.The vocabulary processing while the teacher was telling the story took most of the time; hence, the pupils could not share their thoughts about the story.One of the pupils asked if they could already share their ideas, but the teacher said that the sharing would be done at the next meeting since there was not enough time.
The findings also revealed that certain target competencies are unmet and that the planned lesson plan is not fully accomplished due to lack of time.Moreover, the teachers expressed that they lack time to prepare.Although the data came only from the teachers, pupils, and observation, the researchers find these sources sufficient in identifying negative effects.Further, it is also important to note that these negative effects must be addressed to make classroom learning more effective or organized.
Based on the data, the teachers and pupils mentioned that using translation takes some of the class discussion time because the teacher needs to translate for each pupil who does not understand the concept.This finding implies that the teacher, despite her/his creativity or resourcefulness, still needs to strategize how to address the individual concerns so that the time allotted for the discussion will not be sacrificed.Moreover, the consumption of time brought about by the use of these strategies may lead to the pupils' boredom or inattentiveness because they may be thinking of their dismissal; as pupil 1 articulated, "the teacher is taking too long to dismiss the class".

Discussion
This study explored the inclusive strategies employed by language teachers in teaching primary students with different linguistic backgrounds in the Philippines.Findings revealed that diversified instructional materials, medium of communication and instruction, and learning activities were the inclusive teaching practices employed by teachers.It should be noted that implementing the mother tongue-based multilingual education in the Philippines, where a mother tongue is used for classroom instruction, propelled such inclusive strategies among teachers to cater to students who speak different mother tongue languages in the classroom.Although Moriña (2017) claimed that employing inclusive strategies is challenging, teachers in the present study believed that using inclusive teaching strategies allowed their linguistically diverse students to understand their lessons, providing them an equal opportunity to learn together with the rest of their peers.These practices support previous studies on inclusive education (AlMahdi et al., 2019;Krischler et al., 2019;Lindner & Schwab, 2020;Saloviita, 2020), emphasizing the need for appropriate support and accommodations for learners in the classroom.
From the findings, it can be pointed out that teachers employed various inclusive teaching strategies to eliminate barriers to student participation.These strategies are reflected through the use of video, audio, and other kinds of instructional materials.The use of pictures, cut-outs, realia, videos, and audio clips are all ways by which they represented concepts in the mother tongue in multiple ways.Their use in this study was an all-embracing communication that transcended linguistic differences, allowing the learners to engage in multiple-sense interaction that facilitated learning without depending on a single language.Although a number of studies (Albino, 2017;Karim & Nassaji, 2020;Prosic-Santovac, 2017) have reported the positive impact of using pictures and videos in improving students' learning achievements, these studies did not explore the use of such strategies in making the classroom inclusive.The findings of the present study delineate that the use of multisensory resources in this study has supported learners from different linguistic backgrounds through other possible means of learning.In other words, using pictures, cut-outs, realia, videos, and audio diminished the dependence on language, making content comprehensible.Such use has also surpassed linguistic limitations, not only warranting all learners from any linguistic background to comprehend the lessons but also promoting an inclusive learning environment.Since multisensory resources are particularly important in teaching linguistically diverse classrooms, professional development in seamlessly integrating these resources in classroom teaching and resource allocation warrants attention from education administrators.
However, it is important to note that pictures, songs, videos, and other materials used in the classroom can be teacher-made and contextualized.Contextualization may be considered a strategy for inclusion because it demonstrates "understanding the social identity development among learners," an indicator of inclusive strategies (Ambrose et al., 2010).More than that, it is directly related to one strategy used in differentiated instruction, which is to "connect subject matter with students' interests, communities, and experiences" (Lawrence- Brown, 2004, p. 39).Thus, using contextualized materials is inclusive because it considers students' various social identities and helps students see the connection between the subject matter and their own lives.In addition, using such contextualized materials also agreed with one of the principles of UDL-multiple means of representation (Matthews et al., 2023).By providing multiple means of representation and a multi-sensory approach, teachers can cater to the diverse learning needs of their students and support inclusive teaching practices.As Facella et al. (2005) pointed out, the multi-sensory approach is preferred because it "targets all learning styles" and allows children to "make connections faster."Hsiu-Chih (2008) also revealed that beginning English as Foreign Language (EFL) learners benefit from pictures in storybooks because the pictures help them interpret a story specifically by activating their prior knowledge.Also, he emphasized the role of teachers in mediating the discussion since pictures are likely to be interpreted differently by each learner.
The findings also revealed that translation is essential in promoting inclusive education, especially in a classroom with students from different linguistic backgrounds.In the study, translation gives learners a hint or an idea of what the word means.It also implies that the mother tongue teachers are at an advantage when they are familiar with the languages that their students speak and with the rules of translation so that they can translate correctly.In other words, a teacher may also use the diversifying communication medium strategy by asking students to translate a word or sentence in order to empower them and engage them in the discussion.As Ross (2000) explained, translation is to be given emphasis on using the mother tongue as a resource for the promotion of language learning.Accordingly, translation develops three qualities essential to all language learning: accuracy, clarity, and flexibility.
The teachers' ability to understand the different languages of the pupils, translate terms and use multi-language strategy to give instructions and to discuss lessons make multi-language strategy inclusive since the pupils' different languages are accommodated.It allows students to answer in their chosen language, adhering to another principle in the UDL framework, namely multiple means of action and expression.In this study, students could showcase their knowledge using any language.Sert (2005) mentioned that code-switching in bilingual, sometimes even multilingual communities, can help build "intimate or interpersonal relationships" among members of that community.
Considering that the school is nestled within and is in itself a community, using multiple languages may also help students feel that there is solidarity between them and their teacher.Hence, this practice may increase the feeling of inclusiveness in the classroom.More so, the teachers' use of this strategy reduces anxiety since the students can articulate themselves in the languages they are most comfortable in.Its use is supported by the Sert's (2005) study of the benefits of code-switching.The reduction of anxiety yields more learning and participation in class by allowing students to use their own languages, which will make them less anxious.Further, translation adheres with UDL by making sure that the content of the course is comprehensible to the learners regardless of their linguistic background.The findings also imply the need for the teachers to know the linguistic and cultural nuances of the learners to avoid translations devoid of cultural respect and understanding.
A unique feature of this translation strategy is the use of contextualization as regards language use in the classroom.The medium of instruction is "contextualized" by the teacher's use of the different languages that are understood and used by students in the class, as well as the teacher's accommodation of students' various languages.Thus, diversifying the medium of communication in a multilingual class can be considered a way of contextualizing since it considers learners' cultural context and the "local information," which is the student's language knowledge.Khan (2016) revealed that using the mother tongue enhanced the children's sense of classroom belongingness and receptiveness and improved their performance in affective, psychomotor, and cognitive behaviors.The learners could express their thoughts and ideas, resulting in high participation in class discussions.
It is important to emphasize that in teaching the mother tongue, the teachers need to be creative and resourceful and use varied instructional materials so that the pupils can relate and understand the concepts being taught.Relevant to this, Shin (2006) recommends supplementing activities with visuals, realia, and movement, as well as involving students in the making of visuals and realia to cater to the needs of young learners.These materials need to be well-prepared and flexible enough to be used for other topics or subjects.If the available material is not appropriate for a certain class, the teacher may opt for another or even create his/her own teaching materials.
It is also important to consider that unlocking difficulties in this study provided numerous means of presenting the ideas to make the difficult words comprehensible to the learners.The songs, poems, dances, answering letters, making masks, drawing, and playing with clay offered various ways for learners to express themselves that transcend language barriers.The findings further articulate that teachers need to employ varied assessment tools to measure learners' demonstration of the required skills and to monitor learners' progress.In addition, for teachers to address the individual learner's concern in an inclusive classroom, the study recommends that teachers be equipped to achieve more in the MTB-MLE implementation process.Also, they need to be prepared in terms of competencies and skills as well as the provision of the necessary faculties, from training to learning and instructional materials.Teachers also need to work on fluency and confidence in the vernacular as a critical part of the teaching-learning process.Accordingly, fluency and confidence are accomplished through additional training and textbooks for teachers and students.
In the light of curriculum development, educators need to consider strategies emphasizing multisensory, diversified, and translation strategies as they effectively address the needs of learners from different linguistic backgrounds.In addition, the study's findings may help craft policies to ensure learners from diverse linguistic backgrounds access needed learning resources and policies on cultural sensitivity and intercultural competence in language education.Lastly, based on our findings, we argue that considering the benefits of promoting equality among students in IE, implementing it may require a multi-faceted approach involving institutional and classroom changes.For instance, at the institutional level, schools must have the necessary resources and infrastructure to support inclusive education (Paseka & Schwab, 2020;Van Mieghem et al., 2020).This includes training for teachers on how to identify and accommodate the diverse learning needs of their students, providing assistive technology and devices as required by individual students, creating individualized education plans to meet specific needs, and providing access to counseling services (Lindner & Schwab, 2020;Saloviita, 2020).Moreover, schools can encourage an inclusive culture where all students feel respected and accepted.This can be accomplished by promoting community and appreciating variety through school activities, cross-cultural interactions, and peer support groups (Al-Mahdi et al., 2019).Furthermore, by using a learner-centered teaching strategy that focuses on specific student needs and offers individualized instruction, teachers can promote inclusive education in the classroom (Lindner & Schwab, 2020;Paseka & Schwab, 2020).This method may entail developing a flexible and adaptable curriculum that considers various learning styles, utilizing multiple instructional strategies to support student engagement and comprehension, giving students who need extra support more time and resources, and promoting peer collaboration and teamwork.

Conclusion
The current study examined the inclusive strategies in language teaching that teachers employed to cater to the different linguistic backgrounds of the learners in the Philippines.It also explored the effects of these inclusive strategies on the pupils' learning.Based on the interviews, classroom observations, and learning logs, findings revealed that teachers generally used inclusive strategies to answer to the needs of linguistically diverse classrooms.
First, teachers utilized audio-visual materials under the diversifying instructional materials strategy.Varied materials appeal to the different learning styles of the students.Second, in the diversifying communication medium strategy, teachers used various languages to explain concepts and allowed their students to speak their own languages.This strategy shows that being inclusive involves targeting the students' affective domain.Finally, the diversifying activities strategy highlights the value of educational games and the wonders of collaboration among students, their peers, teachers, and parents.These three strategies have a maximized learning effect to the students' performance and enjoyment in the classroom, respectively labeled maximized skills and maximized satisfaction.However, teachers need to improve on time management while using the above-mentioned strategies in order to offset the minimized learning effect, i.e., the lack of time.Because diversity is a constant in multicultural settings like the Philippines and in an increasingly globalizing world, schools must be equipped to embrace it.Hence, teachers are challenged to strategize more.
Since the guidelines previously provided by the Department of Education regarding the teaching of MTB-MLE largely deal with learning resources, strategies are mostly left to the teachers to define and implement.The researcher recommends that teachers use the strategies in dealing with diversity in the classroom.Teachers may choose which strategy to use depending on the needs of the class and the individual learners, the availability of resources, and other factors that influence the teaching-learning situation.In addition, most of the strategies are flexible enough to be used in any diverse classroom.The beauty of these strategies is that they may be modified in order to respond to the needs and interests of a particular class or student.Therefore, support from institutions such as the school and government in the form of regular and relevant training in MTB-MLE and guidance in accessing, using, and making high-quality MTB-MLE materials would boost the effectiveness of the teachers' strategies.