skip to main content


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

Crossmark logo

Web of Science: 000898974300004

1 Yuliana Lavrysh
2 Iryna Simkova
3 Kateryna Tuliakova

1,2,3 National Technical University of Ukraine, "Igor Sikorsky Kyiv Polytechnic Institute", Kyiv, Ukraine 00syn5v21

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);

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.

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.

Anatol, M., & Kangalee, Q.-M. (2020). Crime in Trinidad and Tobago: the possible impacts of increased crime due to migration from Venezuela. Migration and Development, 10(2), 260-272.

Baxter, R.N. (2014). Undergraduate interpreter training in the Spanish state: An analytical comparison. Sendebar, 25, 219–246.

Best, G. (2008, April 13). Found in translation: Gerard Best talks with Eric Maitrejean about the new, in-demand diploma in Interpreting Techniques. UWI Today.

Ainscow, M., & Miles, S. (2009). Developing inclusive education systems: How can we move policies forward?. The University of Manchester.

Alexander, J. C. (2004). Cultural trauma and collective identity. University of California.

Barres, D., Carrion, Z., & Delgado, R. (2014). Technologies for Inclusive education: Beyond Traditional Integration approaches. IGI Global USA.

Cerna, L. (2019), 'Refugee education: Integration models and practices in OECD countries'. OECD Education Working Papers, No 203, OECD Publishing.

Cohen, A., & Holstein, S. (2018). Analysing successful massive open online courses using the community of inquiry model as perceived by students. Journal of Computer Assisted Learning, 34(5), 544–556.

Creswell, J. W. (2014). Research Design Qualitative, Quantitative and Mixed Methods Approaches (4th edition). Sage.

Dryden-Peterson, S. (2011). Conflict, education and displacement. An Interdisciplinary Journal, Conflict & Education, 1, 1–15.

Kinsella, W. & Senior, J. (2008). Developing inclusive schools: a systemic approach. International Journal of Inclusive Education, (12)5-6, 651-665.

Law of Ukraine On ensuring the rights and freedoms of displaced people ['Zakon Ukrainy Pro zabezpechennya prav i svobod vnutrishnio peremischenyh osib'].

Marzuki, E. & Ting, S.-H., Jerome, C., Chuah, K.-M. & Misieng, J. (2013). Congruence between Language Proficiency and Communicative Abilities. Procedia - Social and Behavioral Sciences, 97, 448-453.

Mendenhall, M., Cha, J., Falk, D., Bergin Ch. & Bowden L. (2020). Teachers as agents of change: positive discipline for inclusive classrooms in Kakuma refugee camp. International Journal of Inclusive Education, (25)2, 147-165.

Pisotskaya M. (2018). The theoretical approaches to defining the concept of individualization of the future teacher's education. In S. T. Zolotukhina & I. M. Trubavina (Eds.), Educational Studios: Theory and Practice (pp. 112–119). Premier Publishing.

State Service of Statistics in Ukraine ['Derzhavna stuzhba statystyky Ukrainy'].

Veck, W., Dovigo, F. & Proyer, M. (2018). Editorial: refugees and inclusive education. International Journal of Inclusive Education, (25)2, 109-115.

Wilkerson, K., Perzigian, A., Schurr, J. (2013). Promoting Social Skills in the Inclusive Classroom (What Works for Special-Needs Learners). The Guilford Press.

Yates, L. (2011). Interaction, language learning and social inclusion in early settlement. International Journal of Bilingual Education and Bilingualism, 14, 457-471.


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

Article Metrics