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Download full textBoruah, Padmini Bhuyan – CATESOL Journal, 2022
In normative multilingual ESL/EFL contexts like India, non-dominant cultural and ethnic representations are absent or superficially represented in English textbooks. For learners from linguistically disadvantaged groups, English has to be negotiated through an unfamiliar dominant language. In this article, I argue that appropriate inclusivity…
Descriptors: Culturally Relevant Education, Foreign Countries, English (Second Language), Second Language Learning
