Inclusive Communicative Strategies in an ESP Classroom: A Case Study (original) (raw)

Implementation of the European Experience of Social Inclusion in the Training of Specialists of a Socio-Economic Profile (Ukrainian Context)

Sabiedrība, integrācija, izglītība, 2022

In the presented research we briefly outlined the issues of training specialists of socioeconomic profile in higher educational institutions of Ukraine. We addressed certain aspects of social inclusion and the key indicators of social inclusion in accordance with the priorities of social policy development in Europe. In particular, the indicators and goals of social inclusion, such as inclusion and/or exclusion of some groups of population, the impact of the level of «poverty» on these processes. And also, the influence of these factors on the educational process in higher education institutions, the formation of empathy, stress resistance, social adaptation, professional and inclusive competence. As a part of our research, we diagnosed the level of empathy (Yusupov, 2002), stress resistance and social adaptation (Holmes & Rage, 2009), social frustration (Wasserman, 2009) of student youth who are included in project activities and studying in basic educational programs. Comparison of statistical data of EU countries and Ukraine on the indicators of inclusion of persons in need of inclusive education in active social processes has been carried out. The analysis briefly presents pedagogical technologies with high efficiency in the formation of competencies of future specialists of socioeconomic profile and presents the main trends in the formation of the environment of social inclusion, which are proposed and implemented in the framework of project activities and cooperation with EU countries on the territory of Ukraine.

Hybrid Esp Courses as a Part of an Inclusive Academic Environment

Journal of Teaching English for Specific and Academic Purposes/≠The ≠Journal of Teaching English for Specific and Academic Purposes, 2024

Against the backdrop of societal changes, technological advance and developments in pedagogical methodology, inclusion and modern education can be considered in terms of learning modes and language teaching. Hence the article presents a study of the students' and faculty's attitudes and perceptions to hybrid academic ESP courses. A survey was conducted in 2023 at a Bulgarian university and its results are discussed with regard to course design and the introduction of inclusive and innovative practices that lead to increased involvement, motivation and opportunities for learning in an academic context.

Inclusive education in Ukraine: Current status and problems in development

Edukacja Elementarna w Teorii i Praktyce, 2020

An important issue of modern Ukrainian pedagogical science is the education of children with special educational needs in a comprehensive school. The main slogan of such a school is the accessibility and equality of educational opportunities. The goal is to provide a good education. The insertion of students with special educational needs in the classes and school community requires that the administration and teachers create an appropriate educational environment. They have to create the conditions for the full integration of such students. Referring to the research of Ukrainian scientific literature, the arti- cle reveals the concept of integration and inclusion as modern forms of teaching children with special educational needs. The article raises the following issues: the changes in the school system, the ways inclu- sive education is implemented in Ukraine, and the problems that Ukrainian schools face.

Creating an Acmeology-Based Inclusive Environment for Students from the Temporarily Occupied Territories

Pedagogika, 2022

A result of the undeclared Russo-Ukrainian war is the new concept of 'internally displaced persons', the majority of whom are young people looking for learning and vocational opportunities and for this a conducive environment is needed. Th is article illustrates the experience of Mariupol State University (Ukraine) in organising an acmeology-based inclusive environment that aims to reach the students' highest possible developmental potential and welfare.

Promoting Social Inclusion through the Development of Intercultural Competence in Foreign Language Education

2019

The following report aims to provide results from the analysis of the present, the new and the draft programmes for foreign language education in the primary level of the Bulgarian education system, with a view to promoting social inclusion and enhancing the development of intercultural competence in a school setting. Bulgarian, as well as European schools as major agents of socialization are presented with the great challenge of realizing one of the main aims of European educational legislation – that of social inclusion. This could be achieved by enhancing intercultural competence, because when students understand each other`s differences and are tolerant towards others, they could accept “different” people as equal and as an integral part of society. Key words: intercultural competence, foreign language education, inclusive education, social inclusion, curriculum, Ministry of Education and Science

Adjusting the Teaching Process for Refugee Students from Ukraine. The Perspective of Polish Teachers

2022

Teaching refugee students in inclusive classrooms is challenging for Polish teachers as the number of these students in schools has dramatically increased. This research aimed to explore Polish teachers' experiences with adapting their teaching process for these students. An Interpretive Phenomenological Analysis was used, and 30 teachers participated in six focus group interviews. Two themes were identified in the analysis: 1) collaboration with others, 2) essential elements of direct work with students: communication; didactic aids; teaching methods; learning content; and learning objectives. Several recommendations for teaching practice are made.

Trends in the development of inclusive education in Ukraine

2020

The purpose of the article is to identify trends in the development of inclusive education in Ukraine and related challenges. Their understanding and consideration in the formation of educational policy will contribute to a more successful process of its implementation. To achieve this goal, the method of desk research was used. It is established that at present the main trends in the implementation of an inclusive approach in education are the focus on the development of a multi-track model, a significant increase in special and inclusive classes of secondary schools and students who study there, decrease in the number of special educational institutions. Difficulties in implementation of inclusive approach in education are associated with the lack of a common understanding of inclusive education, the imperfection of the regulatory framework, the institutional weakness of the newly established amalgamated territorial communities which are responsible for the introduction of inclusi...

Educational Inclusion for Migrants and Refugees through Language Learning: Difficulties, Challenges and Ways Forward

Brazilian Journal of Development, 2024

The teaching-learning process of languages for migrants and refugees is a challenge that goes beyond getting them to develop communication skills and moves toward inclusion through education. In order to analyze the main keys and difficulties when it comes to teaching this collective, this multiple case study selects seven European countries in whose educational contexts teachers and migrants work together. Specifically for this research, the perspectives of 35 experts were taken into account as a result of the data gathered through round tables. After developing a cross-case analysis, the results demonstrated significant connections which delved into analytical generalizations: (i) the importance of focusing on the cultural dimension and the motivation factor; (ii) the impact of structural vulnerability on students, which was identified as the main obstacle when it comes to achieving the objective of teaching, and (iii) the lack of institutional resources. Finally, (iv) active methodologies were proposed as a way forward to address these challenges.

Inclusive education in rural schools of Ukraine or how to ensure quality inclusive education in rural schools in Ukraine?

Revista Brasileira de Educação do Campo, 2022

The aim of the paper is to reveal the challenges of implementation of inclusive education in typical rural schools of Ukraine. The authors performed empirical research to identify attitudes of rural school teachers towards inclusive education as well as their understanding of existing barriers and priorities to improve the quality of educational services for students with special educational needs (SEN). To achieve the aim of the research, the following methods have been used: reviewing of psychological and pedagogical literature, questionnaire surveys, quantitative and qualitative analysis of the obtained data. The outlined problem has been theoretically analyzed and the peculiarities and difficulties of teaching students with special educational needs in rural areas have been substantiated. The paper describes survey responses of teachers involved in the inclusive process in rural schools. 192 representatives of different age categories and regions of Ukraine participated in this ...

Inclusive Education in Foreign Language Teaching: What is the First Step to Make it Work?

2017

With the international call and legal requirements for inclusive education an increasing number of students with special educational needs are enrolled in mainstream schools. While lack of training and feeling of unpreparedness is often some teachers’legitimate reason for reluctance to teach learners with disabilities, it is the teachers’own awareness of the right of all individuals to quality and inclusive education that builds the foundation for inclusive education to take place. The paper reviews the principles and policy of inclusion, the way inclusive education is introduced in Bulgaria, and presents a survey among twenty-six teachers of English and four teachers of other foreign languages living in Bulgaria about their attitude to teaching students with disabilities. The findings show a relatively reserved attitude and lack of initiative in some teachers to look for specialized assistance or additional guidelines. Unarguably, teaching learners with special educational needs is...