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Equity and Inclusion in Business English Courses: L2 Students' Translanguaging
Abstract
The chapter presents a study exploring Vietnamese L2 students' perceptions of translanguaging in Business English courses in which the equitable and inclusive learning environment is fosted. The mixed methods study was conducted at a higher education institution in Vietnam. semi-structured interview for data collection. A group of 108 Vietnamese L2 learners were involved in answering a closed-ended questionnaire, and nine of them were intentionally invited for semi-structured interviews. The collected data were quantitatively processed by SPSS software in terms of descriptive statistics and qualitatively analysed in terms of the content analysis approach. The findings showed that Vietnamese L2 learners showed positive perceptions of translanguaging in Business English courses. Their cognitive dimension in perception of translanguaging was higher than their emotional and behavioral dimensions. This chapter highlights translanguaging as one of the teaching approaches to instill equity and inclusion in Business English courses.
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