Inclusive Integrativeness: A New Approach to ESL Learning in Multilingual Contexts

Urbashi Borbora^1* & Debasish Mohapatra^{2  
1}Ph.D. Scholar, Dept. of English, Tezpur University, Assam, India. *Corresponding author.
²Head, Dept. of English, Tezpur University, Assam, India.

^{Rupkatha Journal, Vol. 16, Issue 2, 2024. https://doi.org/10.21659/rupkatha.v16n2.33g
Full-Text PDF Issue Access}

Abstract

This paper introduces ‘Inclusive Integrativeness’ as a novel approach to address ESL classroom challenges, focusing on learners’ diverse linguistic backgrounds. Unlike traditional integrativeness, which aims for assimilation into the target language and culture, this approach embraces multilingual identities. In multilingual regions like Assam, India, it emphasizes the importance of learners reflecting on their linguistic repertoire to develop an inclusive multilingual identity. The study advocates for classroom practices such as translanguaging and culturally relevant materials. A survey of 105 secondary school students in Assam revealed positive perceptions towards inclusive multilingual identity and the use of these practices. The findings support ‘Inclusive Integrativeness’ as a comprehensive pedagogical approach for integrating multilingualism and English proficiency in ESL education.

Keywords: ESL classroom, culturally relevant materials, Inclusive Integrativeness, Integrativeness, Multilingual identity, Multilingualism, Translanguaging.