Diversity, equity, inclusion, and sustainability (Deis) in language education

Bibliographic Data

ID24238463
AuthorsSubhan Zein (0000-0003-3787-3211, Sunway University)
Year2026
Volume39
Issue2
Pages133-145
Publication date2026-10-19
Open AccessNo
TypeARTICLE
VenueAILA Review (JOURNAL)
Journal identifiersISSN: 1461-0213 • E-ISSN: 1570-5595
PublisherJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/aila.00062.zei
OpenAlexW7222943886
LanguageEN
References cited9

The discourse of sustainability has long been associated with environmental protection, but recent additions include economic health and societal equity. As an effort to advance the discourse of sustainability, this Special Issue views diversity, equity, and inclusion (DEI) as indispensable for sustainability. There is no sustainability without celebration of diversity, and there is no sustainability without equity and inclusion. Contributors to this Special Issue advance the research agenda in language education in that their works call for the integration of DEI as a means of reaching sustainable language classroom. This has led to the creation of a diversity, equity, inclusion and sustainability (DEIS) framework in language education. In this article I argue that amalgamating diversity, equity, inclusion, and sustainability in one comprehensive framework is vital to creating powerful, holistic strategies that promote a resilient language classroom where students thrive and their voices heard. Teaching language from a DEIS perspective helps break down the target language privilege associated with a monolingual ideology. DEIS-underpinned initiatives in the classroom could turn projects into outcomes that bring about educational transformations. Central to all articles in this Special Issue is the realisation that DEIS-inflected language education empowers teachers to create an accessible and supportive environment where students belong and feel empowered to participate actively in and contribute positively to the learning process. All these points are pertinent to the United Nations (UN) Sustainable Development Goals (SDGs) 4 (Reduced Inequalities) and 10 (Quality Education), serving as a direct response to problems concerning inequalities and as a foundation for the establishment of quality education.

inclusive pedagogy · language teaching · monolingual ideology · quality education · reduced inequalities · student voice · Sustainable Development Goals · teacher empowerment · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching

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