Elevating ELT pedagogy: Bridging teacher training gaps for inclusive support of specific language learner difficulties

This research examines how scholars in English Language Teaching (ELT) and Special Education (SE) perceive and tackle Specific Language Learner Difficulties (SLLDs) in teacher education in Turkiye and existing pedagogical deficiencies. It suggests a paradigm for enhancing inclusive ELT methods in global educational settings. The research employed a qualitative methodology. Data were gathered through semi‐structured interviews with 10 academics chosen by purposive sampling. The interviews were thematically analysed, supported by MAXQDA. Research indicated conceptual ambiguity regarding SLLDs among ELT scholars, a lack of diagnostic awareness and inadequate differentiation in instruction and evaluation for learners with language‐based challenges. Collaboration between ELT and SE was informal and uneven; despite participants acknowledging the need for assistive technologies, their incorporation into ELT programmes was limited. The findings also underscored an absence of curriculum rules and institutional frameworks to facilitate inclusive ELT.