BRIDGING INEQUALITY THROUGH LANGUAGE EDUCATION: THE ROLE OF MULTILINGUAL PEDAGOGY IN SOCIAL INCLUSION

Abstract

This study explores how multilingual pedagogy can reduce social inequality and foster inclusive communities. Drawing on sociolinguistic theory, educational research, and global policy frameworks, the article examines how language education systems often reproduce inequality while also offering pathways to inclusion. Using a qualitative analytical approach, the study identifies barriers such as linguistic discrimination, limited access to multilingual resources, and monolingual policy bias. The paper proposes practical solutions including inclusive curriculum design, teacher training, community-based multilingual programs, and digital language access initiatives.