<![CDATA[Inclusive education aims to provide equal learning opportunities for all students, including students with special needs. In this context, shadow teachers play a role in supporting English language learning through instructional adaptations, individualized support, and strategies tailored to students’ needs. This study aims to explore the pedagogical roles of novice shadow teachers in supporting English as a Foreign Language (EFL) learning in inclusive primary classrooms and to identify the challenges they face during the learning process. This study employs a qualitative case study approach involving four shadow teachers at an elementary school that supports inclusive education in Indonesia. Data were collected through semi-structured interviews and classroom observations and analyzed using the interactive analysis model proposed by Miles, Huberman, and Saldaña. The findings reveal three main pedagogical roles: (1) instructional adaptation and individualized support, (2) the use of various strategies to support English language learning, and (3) supporting student participation and social interaction. The study also identifies three main challenges: maintaining students’ attention and engagement, responding to differences in students’ learning abilities and characteristics, managing students’ behavioral and emotional conditions. The findings further highlight challenges in balancing direct assistance with opportunities for student independence and balancing the use of Indonesian with opportunities for English interaction. These findings provide insights into the pedagogical roles and challenges of novice shadow teachers in supporting EFL learning in inclusive primary classrooms in Indonesia. However, the findings are limited to four shadow teachers in one school and do not directly measure students’ English language development or learning outcomes.]]>
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