How teaching strategies complement learning capabilities in inclusive language education: A case study from northern Malawi

Language is a fundamental human ability essential for society’s communication and survival. In education, language facilitates teaching and learning. For learners with communication disabilities, this core ability becomes limited, requiring alternative strategies. Research indicates that teachers’ practices often do not address learners’ challenges in inclusive settings. This study examined how teaching strategies support the language capabilities of learners with special needs. Using a qualitative research approach and a case study design, the study involved six English language teachers from three mainstream secondary schools in northern Malawi. Data were collected through individual semi-structured interviews and three English-speaking lesson observations. The data were analysed thematically. We interpreted the themes through Amartya Sen’s capability approach, which emphasises human capabilities as vital for justice and equality. The findings identified participation gaps, limited time and grammatical difficulties as obstacles faced by learners in speaking skills classes. We argue that these challenges impact learners’ capabilities and should inform teachers’ lesson planning, including considerations related to delivery mode, materials and methods. These strategies can be implemented if teachers are capacitated with skills in classwork, repetition and lesson evaluation to promote inclusivity.