Marginalized groups present part of our reality which we would prefer to forget about. Yet, the humankind remains (un)aware of the simple fact that there is merely a very tiny red line between the central and marginalized parts: any of us can at one point in life simply, unwillingly and abruptly wake up on the other side of this line!!! Prospective English language teachers should receive a sound training in recognizing the marginalized groups in order to be able to assess their needs with the necessary sensitive professionalism and thus build a sound inclusive teaching setting in which all participants will enjoy education based on the principles of equity and equality. This paper deals with the principles and possible practices employed by teacher trainers in training prospective English language teachers to cope with the serious task of developing justified and fair attitudes towards the less fortunate students in the attempt to include them into the teaching process in the most beneficial manner for all the parties concerned.