<![CDATA[This study aims to identify teachers’ strategies for teaching English vocabulary to slow learners in inclusive classrooms, as well as to uncover the challenges faced and the solutions implemented. Using a descriptive qualitative approach, data were collected through classroom observations, teacher interviews, and documentation, and then analyzed thematically. The results of the study revealed six strategies used by teachers: repetition, Total Physical Response (TPR), explicit phonics instruction, the use of visual media, games, and task differentiation. The challenges that emerged included a lack of parental support and difficulties with the pronunciation of consonant clusters, which teachers addressed through the Family Literacy Movement (GLK) and a step-by-step phonics approach. These findings underscore the importance of multisensory and adaptive strategies in vocabulary learning in inclusive classrooms, while also providing practical guidance for English teachers.]]>
