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Unpacking ELTs' Capacity for Inclusive Teaching in Japanese Higher Ed

Unpacking ELTs' Capacity for Inclusive Teaching in Japanese Higher Ed Speaker: Davey Young Various fields of education are experiencing a paradigm shift towards greater inclusivity, and English language education is no exception. However, common aims in language learning curricula and context-specific factors such as institutional barriers to inclusion can pose specific challenges to achieving full inclusivity in language learning environments. Additionally, many English language teachers (ELTs) lack relevant training and skills to teach inclusively. This presentation will report on a two-stage, mixed-methods investigation into the capacity for inclusive teaching among postsecondary ELTs in Japan. Results from an administration of a modified version of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (Forlin et al., 2011; N = 239) reveal a low degree of preparedness to teach students with disabilities in this case context, though participation in pre- and in-service training to teach such students strongly predicted teachers’ views on inclusive education. Results from the second stage of the research inquiry, which included thematic analysis of follow-up interviews with 13 survey respondents, support the quantitative findings and shed further light on ELTs’ ability to teach inclusively in higher education institutions in Japan. Despite their willingness to accommodate a variety of support needs, for instance, participants identified several context-specific factors that they felt limited their ability to effectively teach students with disabilities. The presentation will conclude with a final research reflection that connects these factors to broader concerns about implementing and researching inclusive education in the world today. Davey Young is Lecturer in the Department of English Studies at Sophia University. He holds an MA TESOL and PhD in International Studies (Comparative Education) and co-edited the volume Barrier-Free Instruction in Japan: Recommendations for Teachers at All Levels of Schooling published by Candlin & Mynard in April of 2024. His research addresses various aspects of inclusive language education with a strong focus on teachers’ preparedness to teach students with disabilities.