oai:eurokd.com:article/2132 2026-05-27

Teacher Talk of Autistic Pre-Service Teachers in ELT Practicum: A FIACS-Based Analysis Volume 54 Ahmad Munir Syafiul Anam Tiyas Saputri Autistic Pre-Service Teacher FIACS Inclusive Education Teacher Talk <p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Cambria', serif; color: black;">Teacher talk plays a vital role in classroom interactions, particularly in English Language Teaching (ELT), where it significantly affects student learning and engagement. However, there is limited research on how autistic pre-service teachers manage communication in inclusive classroom settings. This study addresses this gap by examining teacher-student interactions led by an autistic pre-service English teacher in a seventh-grade inclusive classroom in Surabaya, Indonesia. A descriptive qualitative design was used, with data collected from six audio-recorded classroom sessions, transcribed, and analyzed using Flanders&rsquo; Interaction Analysis Categories System (FIACS). The findings revealed that the teacher&rsquo;s talk was largely directive and lecture-based, with the most frequent behaviors being "giving directions" (14.85%), "lecturing" (12.73%), and "asking questions" (12.73%). Both indirect talk (28.11%) and direct talk (27.85%) were used in nearly equal proportions, while socio-affective behaviors such as praise (1.86%) and acknowledgment of feelings (3.98%) were less frequent. These findings highlight the challenges and adaptive strategies of autistic pre-service teachers, demonstrating how structured language and facilitative questioning coexist in inclusive ELT practice. This study contributes to inclusive teacher education and applied linguistics, offering insights into the communicative strategies of neurodiverse teacher trainees.</span></p> Language Teaching Research Quarterly 2026-05-27 Text https://api.eurokd.com/Uploads/Article/2132/ltrq.2026.54.10.pdf https://doi.org/10.32038/ltrq.2026.54.10 en Pages 240–258