How ALT Work Supports Inclusivity & Diversity in the Classroom

With globalisation in full swing, classrooms are increasingly reflective of broader societal changes, diverse in culture, language, identity, and ability. Education systems worldwide are under increasing pressure to not only acknowledge this diversity, but to actively cultivate inclusive learning environments.

In Japan and other countries with Assistant Language Teacher (ALT) programs, these educators play a pivotal role in promoting diversity and inclusion. More than language instructors, ALTs serve as cultural ambassadors, co-teachers, and role models who foster global awareness, acceptance, and empathy among students.

Interac’s global team helps Japanese students experience English as a true global language, complete with a variety of accents, cultures, and worldviews. Our teachers regularly share stories, traditions, and cultural insights, encouraging students to think globally.

As Japan’s largest private provider of ALTs, here we examine how the work of ALTs supports inclusivity and diversity in classrooms, especially in monolingual or monocultural societies.

Starting with the basics: what is diversity and inclusion in education?

‘Diversity’ and ‘inclusion’ are both words that we hear a lot these days. However, as educators, it’s important to understand what they actually mean, to avoid any well-meaning missteps.

Diversity refers to the presence of differences within a given setting. In schools, this may include differences in race, ethnicity, language, gender identity, socioeconomic status, physical ability, learning style, religion, and more. Diversity is not just a demographic reality, but a resource that can enrich the learning experience when properly acknowledged and integrated into classroom practices.

Inclusion is the active, intentional, and ongoing engagement with diversity in the curriculum, pedagogy, school culture, and relationships. It means creating environments where all students feel safe, respected, and supported, and where every learner is given equitable opportunities to succeed.

Importantly, inclusion is not the same as integration; while integration may bring diverse students into the same space, inclusion ensures their voices are heard and needs are met meaningfully.

The synergy between diversity and inclusion is paramount: diversity without inclusion can lead to marginalisation, while inclusion without diversity risks tokenism or superficial engagement. Together, they lay the foundation for truly equitable education.

Understanding diversity and inclusion in education

Diversity in education, therefore, refers to the presence of differences among students, including but not limited to race, ethnicity, language, culture, gender identity, sexual orientation, socioeconomic status, and ability. Inclusion, by contrast, is the practice of ensuring that all students, regardless of their background, feel respected, supported, and able to fully participate in the learning experience.

In educational contexts, inclusion requires intentional strategies to dismantle barriers and create equitable access to resources, instruction, and social participation. This means not only accommodating differences, but celebrating them as assets to the learning environment.

Why it’s important

Inclusive education is foundational for healthy societies, as it promotes social cohesion, reduces discrimination, and nurtures a sense of belonging. Research indicates that inclusive classrooms benefit all students, not just those from marginalised groups, by improving empathy, cross-cultural understanding, and critical thinking.

For language learners, especially in contexts like Japan, inclusion ensures that students from diverse linguistic and cultural backgrounds are not marginalised. Schools in some areas of Japan might not always have the best support for students born outside Japan, or where Japanese is not their first language. As an ALT, you can help these students to flourish.

When diversity and inclusion are embedded in curriculum and pedagogy, they prepare students for a globalised workforce and multicultural society. In this light, ALT work becomes not only about language acquisition, but about equipping students with essential 21st-century competencies.

This fits with our wider educational philosophy at Interac, which guides how we work.

“Education is about fostering the ability of each individual to achieve self-realisation and become creators of a sustainable society.”

 

Examples of inclusion in the classroom

Examples of inclusion can be both structural and interpersonal. Structurally, inclusive classrooms may incorporate universal design for learning (UDL), multilingual resources, or differentiated instruction tailored to diverse needs. Teachers may design group activities that allow students of varying ability levels to contribute meaningfully.

Interpersonally, inclusion shows up in classroom norms that respect different perspectives, anti-bullying initiatives, and culturally responsive teaching.

For example, students might engage in a project comparing global holiday traditions or role-play scenarios to practice empathy. When a teacher ensures that all students are represented in classroom materials, such as books featuring characters of different backgrounds, that too is inclusion in practice.

How ALTs create an inclusive classroom

Every day, Assistant Language Teachers contribute to inclusivity and diversity in multifaceted ways:

1. Cultural representation

ALTs often come from diverse backgrounds and serve as living examples of global cultures. Their presence in the classroom challenges ethnocentric worldviews and introduces students to alternative cultural norms and communication styles.

2. Language equity

In predominantly monolingual societies, ALTs offer students an authentic exposure to English and other languages. This can nurture empathy toward linguistic minorities and normalise language learning as a mutual, respectful process.

3. Collaborative teaching

When ALTs co-teach with Japanese teachers of English, they model inclusive collaboration. This dynamic can help teachers and students value different pedagogical styles and approaches to education.

4. Student engagement

ALTs often use interactive, student-centred methods that encourage participation from students who might otherwise be disengaged — especially those who struggle with traditional didactic instruction.

5. Social inclusion

By forming positive, informal relationships with students (e.g., lunchtime conversations or club activities), ALTs can reach students who feel isolated or misunderstood. This helps to build a more emotionally inclusive environment.

6. Challenging stereotypes

Through everyday interactions, ALTs have the opportunity to dispel stereotypes and challenge prejudices—both about their own cultures and those of their students.

Things to keep in mind when creating an inclusive classroom

Creating inclusive classrooms is a dynamic, ongoing process. For educators, including ALTs, this means being reflective, culturally sensitive, and student-focused.

Inclusive practices in the classroom

• Representation in Materials: Select or create supplementary materials, stories, and visuals that reflect a wide range of identities, experiences, and cultures.
• Active Listening and Empathy: Build classroom norms around listening respectfully and empathising with different viewpoints.
• Accessible Teaching: Employ varied instructional strategies (visual, auditory, kinesthetic) to accommodate different learning styles and needs.
• Collaborative Learning: Design group tasks that ensure all students can contribute in ways aligned with their strengths.
• Student Voice: Invite students to share their opinions and experiences, and incorporate their feedback into lesson planning.
• Cultural Responsiveness: Tailor lessons to be relevant to students’ lived experiences while exposing them to diverse worldviews.

For ALTs, this also involves recognising their position as cultural outsiders and being sensitive to the norms and expectations of the host culture. Respectful curiosity, rather than cultural imposition, is a hallmark of inclusive ALT practice.

We view the ideal ALT as:

“A partner who can collaborate smoothly with Japanese teachers to support children, schools, and communities.”

 

Conclusion: Be the change you want to see in education

Inclusion and diversity are not optional in today’s classrooms; they are essential for meaningful, future-ready education.

Assistant Language Teachers, through their unique positioning as both educators and cultural ambassadors, play a vital role in promoting inclusive practices. They humanise diversity, cultivate intercultural communication, and help build empathetic learning communities.

In embracing inclusive pedagogy, ALTs not only enrich language instruction but also transform classrooms into spaces where all students feel seen, valued, and empowered to learn.

Educators at every level must reflect on their practices and strive to embody the values they hope to impart. As the saying goes, ‘Be the change you want to see in the world. ’ In education, this begins with building inclusive, diverse, and equitable classrooms, and ALT work is one promising path toward this vision.

We believe education is about fostering the ability of each individual to achieve self-realization and become creators of a sustainable society. Our ALTs influence Japanese children through teaching, cross-cultural exchange and mentorship.

Make a Difference with Interac

Interac is Japan’s leading provider of professional foreign teachers, partnering with the Japanese government through its ALT (Assistant Language Teacher) programs.

Our mission is:

“Through providing “whole person” educational services that enrich the hearts, minds, and lives of people of all ages, we will achieve a more meaningful society. By promoting a deeper understanding of the world’s languages, cultures, and learning, we will contribute to more harmonious and closely knit relations among all people.”

 

As an ALT with Interac, you’ll have the chance to inspire Japanese students through teaching, cultural exchange, and mentorship — all while experiencing life in Japan, advancing your career, and building lasting memories and friendships.

Curious about becoming an ALT? Learn more about the role and how you can start your journey to live and teach in Japan by exploring our application process, or speaking with a member of our team.