Beyond the Buzzword: 30 Ideas on Inclusion in ELT asa Vital Resource for Teachers

Every individual is unique, possessing their own characteristics, needs, fears, and beliefs. Taking this into consideration, the diversity of students in our classrooms is—and always has been—a constant. However, only recently has inclusion been explicitly brought forward as a central concern for teachers when planning and delivering lessons. 30 Ideas on Inclusion in ELT, by Ben Goldstein and published by Cambridge University Press and Assessment, successfully offers a highly accessible entry point for practicing educators navigating this shift.

The title is strategically organized into seven main sections, prefaced by a crucial “Why I wrote this book” statement that makes the topic’s current relevance crystal clear. If a reader has never considered the importance of inclusion in their teaching practice, this first section serves as a powerful convincer. The core sections build upon one another: they start by explaining essential foundational concepts and relevant terminology, then they progress into covering practical strategies and classroom activities, after that they discuss how the learning environment affects practice while offering guidance on incorporating more inclusive representation in materials. They also explore how assessment can be carried out equitably and detail how colleagues, parents/guardians, leaders, and the extended community can collaborate to transform institutions into truly inclusive spaces. The book concludes with alternative, less polarising, and kinder approaches to inclusion.

Ben Goldstein’s view on inclusion is readily understood and easily integrated into any teacher’s existing repertoire. The author is careful to highlight and suggest simple, yet highly effective, actionable ways to build upon current skills or knowledge. For instance, while it suggests foundational practices like offering student choice (e.g., selecting seating or activities), the volume proves its real-world value by addressing high-stakes interactions. This is best exemplified by the nuanced distinction between ‘calling in’ and ‘calling out’, a strategy designed for moments when students make harmful or offensive comments against marginalized individuals or groups. ‘Calling in’ advocates for a rational approach—the teacher asks questions to learn more about the student and the comment’s origin, turning the moment into a learning opportunity without confrontation. In contrast, ‘calling out’ is presented as the necessary direct approach to stop unacceptable language immediately and clearly. By providing such clear, context-specific responses, the book ensures a more inclusive practice becomes immediately possible for educators, without the need for extended hours of training or complex study.

Due to its focused, concise format, readers seeking highly specific, in-depth information regarding niche areas or complex situations might find the book could have been extended. With that being said, the author thoughtfully suggests other books, articles, and websites to provide the reader with more comprehensive pieces of information and further reading.

Despite its brevity, 30 Ideas on Inclusion in ELT achieves a crucial goal: it translates the abstract concept of inclusion into daily practice, successfully moving beyond the buzzword. It is an essential read for all ELT professionals, from pre-service teachers seeking foundational strategies to managers enforcing institutional policy. By linking small, actionable steps (like choice) with critical, high-stake tools (like ‘calling in’), Goldstein provides the necessary framework for supporting every learner. Fostering belonging and representation is not an option; it is the vital pedagogical prerequisite that directly lowers the Affective Filter, ensuring students are truly open and ready to learn.