Davey Young

Quality inclusive education has been guaranteed at the international policy level, but for inclusive education to be realized, teachers must be prepared to teach students with a wide variety of support needs. With well over a billion English language learners worldwide, and considering the fact that language learning can present many unique barriers to students with disabilities, the TESOL field has a growing need to consider how to best train teachers to teach inclusively. English language teachers (ELTs) generally lack training to teach students with disabilities, and little research has been done to identify specific training needs. If language learning environments are to honor the human right to inclusive education, then this is a critical research gap to close. This study reports on the use of a novel instrument, the Inclusive Practices in English Language Teaching Observation Scale (IPELT), in combination with post-observation interviews, to determine specific training needs among ELTs working at the postsecondary level in Japan. Magnitude coding of IPELT results and thematic analysis of field notes and interview data from 13 participants suggests that ELTs in this particular context would likely benefit from training in differentiation and specific considerations for teaching students with disabilities, as well as identifying possible students with disabilities. The participants also demonstrated a foundational skill set to create inclusive learning environments despite a general lack of relevant training.

While general and special education teachers’ sentiments, attitudes, and concerns about inclusive education have been extensively researched in recent years, little is known about English language teachers’ views on inclusive education. This is a critical research gap, as students with disabilities can face many unique barriers to learning a foreign language compared to other subject areas, and teachers’ views on inclusive education impact their ability to teach inclusively. However, many English language teachers have reported feeling unprepared to teach students with disabilities. Using postsecondary English language teachers in Japan as a case, the present research employed a modified version of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R; N = 239). Respondents had a generally positive view of including students with disabilities in their instruction but were concerned about lacking knowledge and skills to teach inclusively and giving appropriate attention to all students in an inclusive classroom. Predictive factors included previous interactions with people with disabilities and inclusive practices self-efficacy, though both were overshadowed by the relationship that participation in pre- and in-service training to teach students with disabilities had with teachers’ views. The results have implications for how to best prepare English language teachers to teach inclusively, particularly as pertains to in-service training.

The implementation of inclusive education—education for all—is complicated in language learning contexts due to the unique barriers that students with disabilities (SWDs) can encounter when learning a foreign language. In addition, teachers’ views on inclusive education are critical in ensuring its full and proper implementation. Therefore, there is a clear need to understand English language teachers’ (ELTs’) concerns about teaching such students. This study used the critical incident technique (Flanagan, 1954) to interview 13 ELTs working at the postsecondary level in Japan about their concerns about teaching SWDs. Thematic analysis using the constant comparative method (Glaser, 1965) revealed 12 concerns, with the two most common being concern for issues related to diagnosis and/or disclosure and curricular constraints, both of which were frequently connected to concern for institutional barriers to inclusion. A discussion of local contextual factors and suggestions on how to reduce these concerns conclude the paper.インクルーシブ教育（すべての人のための教育）の実施は、外国語を学習する際に障害を持つ学生（SWD）が遭遇する特殊な障壁のために、言語学習の文脈において 複雑である。さらに、インクルーシブ教育の完全かつ適切な実施を保障するためには、インクルーシブ教育に対する教師の見方が重要である。したがって、こうした 学生を教える際の英語教師（ELT）の懸念を理解する必要があるといえる。本研究では、クリティカル・インシデント技法（Flanagan, 1954）を用いて、日本の中等教育修了後のレベルで働く13人のELTに、SWDの指導に関する懸念についてインタビューを行った。継続的な比較法（Glaser, 1965）を用いた主題分析により、12の懸念事項が明らかになったが、その中で最も多かったのは、診断や情報開示に関する問題への懸念とカリキュラム上の制約の2つであり、この2つは、インクルージョンに対する制度的障壁への懸念と頻繁に関連していた。 特定文脈の要因についての考察と、これらの懸念を軽減する方法についての提言を本稿の結びとする。

Young learners with dyslexia encounter a number of barriers to learning in Japanese education. Issues related to diagnosis, assessment, and even access to educational opportunities are further complicated by language learning, which raises a number of concerns for bilingual children and children from international families. In this chapter, Eiko Todo, chair of the nonprofit organization EDGE (Japan Dyslexia Society) elaborates on a number of these concerns and how educators and parents can help alleviate them. Additional points of discussion include online learning, orthography and phonology of Japanese versus English, and relevant policy developments pertaining to young learners with dyslexia.

Chapter 3 builds on the previous two chapters by outlining a general set of guidelines for inclusive practices. Inclusive practices, as opposed to inclusive education, are the specific teaching principles that help ensure instruction is accessible to all.

Since its emergence as a global policy movement and alternative to special education in the 1990s, inclusive education has been touted as a guarantee of equitable education provisions to minoritized groups around the world. However, the implementation of inclusive education has been irregular, confined in part by historical, cultural, and ideological factors at the local level, including in Japan. This chapter traces the evolution of inclusive education within the history of Japanese schooling framed against the backdrop of its development as an international policy movement and proposes a global-local policy cycle that shapes inclusive education’s incremental and context-specific advancement at various levels of policy and practice. The chapter concludes with a discussion of the current state of inclusive education at the compulsory and postsecondary levels in Japan, including consideration of the COVID-19 global pandemic.

Considering the TESOL field's global presence, much more can be done to prepare TESOL practitioners to teach inclusively, particularly with regard for students with disabilities, and in line with international policy. This chapter begins by conceptualizing disability and inclusive education before providing an overview of concerns related to TESOL teacher training for inclusive practices. Complicating cognitive and affective factors commonly experienced by students with specific learning difficulties (SpLDs) are briefly outlined. The author then advocates for adopting a social justice definition of culture to be adopted within the field and provides three sets of discussion/reflection questions to help TESOL practitioners connect their understanding of existing models of cultural competence and language acquisition with an understanding of how students with disabilities may experience language learning. The chapter concludes by contemplating some impending challenges and potential solutions for securing inclusive education as a human right within and across the field.

Despite the ubiquitous presence of students with disabilities (SWDs) enrolled in institutes of higher education around the world, English as a Foreign Language (EFL) programs are often underequipped to provide them with appropriate and effective disability services and inclusive instruction. Given the general uncertainty among EFL professionals of how to provide such services and instruction, and considering that postsecondary EFL learning environments can differ considerably from context to context, it may be useful for language program leaders to create context-specific support systems to serve SWDs enrolled in their courses. The present paper provides a set of practical guidelines for establishing an institutional or departmental policy and procedure for ensuring a continuum of services to SWDs in contexts where such measures do not already exist, as is the case in many postsecondary EFL learning environments around the world. These guidelines are presented as a set of eight steps in a suggested sequence of execution: identify existing policies or create new ones, identify and determine the availability of resources, identify and remove barriers in the learning environment, assign clear roles and responsibilities for leadership, create a framework for service delivery, include a provision for post-implementation evaluation, offer opportunities for professional growth and creation of expertise, and share best practices with practitioners in other contexts.

As more and more students with disabilities (SWDs) are identified in postsecondary education in Japan, there is an increasing need for English language teachers, program administrators, and curriculum designers to create inclusive learning environments that provide reasonable accommodations for such students. This paper outlines the current landscape for SWDs in institutes of higher education in Japan, reviews approaches to systematizing support for SWDs within language departments, and outlines the challenges tertiary EFL program administrators and teachers are likely to face in providing such support. The paper concludes with a call for language educators to actively destigmatize disabilities in the classroom, as well as to continue bridging the gap between language teaching and special education through research and resource sharing. 日本の中等教育後の教育において，障がいのある学生（SWDs）が徐々に認められつつある中，英語教育者，プログラム管理者，カリキュラムデザイナーが，そのような学生に合理的な学びの場を提供することのできる包括的な学習環境をつくるニーズが高まっている。この論文は，日本の高等教育機関の現在のSWDsの状況の概要を述べた後，言語学部内でSWDs支援のシステム化を行うための様々なアプローチを提案し，また、そのような支援を提供する中で第三期のEFLプログラム管理者と教員が直面する可能性が高いと思われる課題をまとめている。この論文は、言語教育者が教室における障がいという汚名を積極的に返上することと，研究と情報共有を通して，言語教育と特別支援教育の間の橋渡しを続けるよう呼びかけ，締めくくりとする。

The Act on the Elimination of Disability Discrimination, which took effect in 2016, stipulates that institutes of higher education in Japan should provide reasonable accommodations for students with disabilities (SWDs). Foreign language programs are no exception; however, language teaching professionals commonly lack the background, knowledge, or training to best serve SWDs. As the number of SWDs enrolled in higher education in Japan continues to rise, there is an ever-growing need for collaboration between program administrators, disability specialists, and teachers in order to meet a diversity of student needs. Rikkyo University’s Center for English Discussion Class employs an 8-stage framework modified from Ortiz & Yates (2001) that emphasizes collaboration within Multidisciplinary Teams to provide a continuum of services to SWDs. The nature of this collaboration and results from a questionnaire of the framework’s efficacy from the teachers’ standpoint are shared and discussed. 障害者差別解消法は2016年に施行され、日本の高等教育機関が障害学生（SWDs）に対し合理的配慮をすることを義務づけている。語学機関も例外ではない。しかし、語学教員は、SWDsに対応するための知識や訓練等を欠くことが多い。日本の高等教育機関のSWDsの入学率が上昇し続ける中、語学教育機関の管理職、障害のスペシャリスト、そして教員が協力し、学生の多様なニーズに答える必要性は高まりつつある。立教大学英語ディスカッション教育センターは、SWDsに途切れのないサービスを提供するために、学際的チーム内のコラボレーションを強調したOrtiz & Yates（2001）の８段階のフレームワークを修正し、用いた。このコラボレーションの特徴と教員の立場からのフレームワークの有効性に関するアンケートの結果を共有し、考察する。

Turn-taking remains an underemphasized aspect of foreign language instruction. As more is understood about this central component of interactional competence, foreign language teachers will need to consider the best ways to teach students how to take turns speaking and managing the floor in the target language. This paper provides a brief outline of turn-taking mechanics as originally defined by Sacks, Schegloff, & Jefferson (1974) before providing contrastive models for turn-taking in English and Japanese. Some recommendations for classroom instruction targeting turn-taking for EFL students in Japan, as well as a call for greater sensitivity to this fundamental aspect of communicative competence, are also provided. 外国語教育において、「話者交替」の重要性はまだ十分に注目されていない。相互行為能力の中心的構成要素である話者交替についての理解が深まるにつれ、外国語教育者は目標言語でどのように交替しながら話し、場の進行をすればいいかを教授するための最善の方法を考える必要が出てくるだろう。本論では、Sacks, Schegloff, & Jefferson (1974) によって定義された話者交替の働きについての概要を説明した後に、英語と日本語での話者交替の対照モデルについて述べる。日本の英語学習者に話者交替を教える際にクラス内で推奨されるいくつかの教授法と、話者交替というコミュニケーション能力の重要な一面に対するより細やかな配慮への必要性についても述べる。