Abstract
This article presents the findings of an auto ethnographic study of adopted changes in teaching practice within a preparatory foundation module in law at a small to medium sized university in England and Wales. The emphasis of this study is placed on the development or redevelopment of effective learning environments and effective and inclusive teaching, learning, assessment and feedback practices. In particular, the focus on inclusion has formed the main theme in the objective of solving the disparities in terms of literacy and learning skills amongst a cohort of learners with diverse skills bases to build upon. This study has found that most notably, linguistic ability presents a divide within the experienced classroom. The study has revealed best practice in relation to closing the linguistic gaps for EU and International students. This category of student has benefitted most the adopted approaches and methods, Nevertheless, the approaches taken do not compromise the quality or the content of lectures, whereby the initial learning plan based on the SOLO taxonomy is still able to render the desired learning outcomes. This contributes to enhancing inclusivity within the curriculum. The study also finds that motivation is a vital factor in the successful implementation of inclusive learning environments from which all students, regardless of their ethnic and linguistic backgrounds can benefit equally.