Inclusive Communicative Strategies in an ESP Classroom: A Case Study at a Ukrainian University

Yuliana Lavrysh; Iryna Simkova; Kateryna Tuliakova

doi:10.33919/esnbu.22.2.4

Authors

Yuliana Lavrysh National Technical University of Ukraine, "Igor Sikorsky Kyiv Polytechnic Institute", Kyiv, Ukraine
Iryna Simkova National Technical University of Ukraine, “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine
Kateryna Tuliakova National Technical University of Ukraine, “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine

DOI:

https://doi.org/10.33919/esnbu.22.2.4

Keywords:

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

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.

Author Biographies

Yuliana Lavrysh, National Technical University of Ukraine, "Igor Sikorsky Kyiv Polytechnic Institute", Kyiv, Ukraine

Yuliana Lavrysh, Professor, Doctor of Science (Education), is Head of the Department of English Language for Engineering at Igor Sikorksy Kyiv Polytechnic Institute. Her scientific interests are English Language Learning in higher education including such fields as ESP and ELT methodology, digital pedagogy, comparative education, adult education, personalization, inclusion and differentiation of learning via digital educational resources. Dr. Lavrysh is the author of articles on language learning and teaching, and she is a reviewer for several peer-reviewed journals.

Iryna Simkova, National Technical University of Ukraine, “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine

Iryna Simkova, Professor, Doctor of Science (Education), is Head of the Department of English Language for Humanities at Igor Sikorksy Kyiv Polytechnic Institute. She is a member of the Editorial Boards of the Ars linguodidacticae and a reviewer for the International Journal of Learning, Teaching and Educational Research. Her research interests are focused on digital pedagogy, promoting diversity and inclusion in the learning environment, promoting soft skills in digital learning, and mediation.

Kateryna Tuliakova, National Technical University of Ukraine, “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine

Dr Kateryna Tuliakova is Associate Professor at the Department of English Language for Humanities, Igor Sikorsky Kyiv Polytechnic Institute. her research interests include the development of skills for the 21st century, ESP and language-conflict modelling, modern approaches, and innovations in teaching foreign languages. In 2021, Dr Tuliakova took part in international training courses European Experience and Global Trend (Bulgaria). She is a full member of the Community of Educators: Uniting for Justice & Equality which is an affiliation of an international organization Global Community Uniting for Equity.

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