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INCLUSIVE COMMUNICATIVE STRATEGIES IN AN ESP CLASSROOM: A CASE STUDY

Vol.8, Issue 2, 2022, pp. 215-232 Full text

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DOI: https://doi.org/10.33919/esnbu.22.2.4
Web of Science: [WOS=]

Authors:
1. Yuliana Lavrysh https://orcid.org/0000-0001-7713-120X
2. Iryna Simkova https://orcid.org/0000-0002-0410-5454
3. Kateryna Tuliakova https://orcid.org/0000-0002-4380-1161

Affiliation:
1,2,3: National Technical University of Ukraine, "Igor Sikorsky Kyiv Polytechnic Institute", Kyiv, Ukraine


Contributor roles
Conceptualization, Methodology, Formal Analysis, Writing – original draft: Y.L. (lead)
Supervision, Data Curation, Visualization, Validation: Y.L., I.S., K.T (equal),
Resources K.T. (lead);

Abstract
This paper describes the experience of Ukrainian educators in the promotion of social inclusion for internally displaced students. Attention is paid to the analysis of key notions and concepts of social inclusion in education, and the challenges associated with the implementation of inclusion strategies. This paper investigates the advantages and disadvantages of inclusive communication strategies implementation in ESP courses. The choice justified by its communicative orientation and focus on social interaction. One hundred and ten internally displaced students and fifteen ESP teachers participated in the study. The study presents the results gained from interviews with Ukrainian students and ESP teachers from Igor Sikorsky Kyiv Polytechnic Institute. A comparative analysis revealed the positive dynamics in internally displaced students' well-being after the implementation of inclusive communicative strategies. The findings support the idea that the well-being of internally displaced students can be improved with the implementation of individualization, diversification, and differentiation integrated into the ESP classroom.

Keywords: inclusion, higher education, internally displaced students, communicative strategies, differentiation, ESP

Article history:
Submitted: 16 October 2022;
Reviewed: 25 October 2022;
Accepted: 01 November 2022;
Published: 20 December 2022

Citation (APA):
Lavrysh, Y, Simkova, I. & Tuliakova, K. (2022). Inclusive Communicative Strategies in an ESP Classroom: A Case Study at a Ukrainian University. English Studies at NBU, 8(2), 215-232. https://doi.org/10.33919/esnbu.22.2.4

Copyright © 2022 Yuliana Lavrysh, Iryna Simkova and Kateryna Tuliakova

This open access article is published and distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited. If you want to use the work commercially, you must first get the authors' permission.

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Review

1. Reviewer's name: Undisclosed
Review Content: Undisclosed
Review Verified on Publons

2. Reviewer's name: Undisclosed
Review Content: Undisclosed
Review Verified on Publons

Handling Editor: Boris Naimushin
Verified Editor Record on Publons


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