Language learning in inclusive classrooms with differentiation and assistive Support

This article examines language learning in inclusive classrooms as a contemporary pedagogical approach. It focuses on differentiation, teacher readiness, and assistive support as key conditions of effective instruction for learners with diverse educational needs. The paper argues that inclusion in language education should be understood not only as a social principle, but also as a methodological task. Particular attention is given to flexible lesson design, accessible materials, and practical strategies that support meaningful participation in the language learning process.