Davey Young

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• Doctor of Philosophy
• Professor (Associate) at Institute of Science Tokyo

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 foreig...

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 i...

Article 24 of the Convention on the Rights of Persons with Disabilities outlines the responsibilities that individual governments have in ensuring equitable access to quality inclusive education for people with disabilities, including accessibility and reasonable accommodations. One example of reasonable accommodations is the use of assistive techn...

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 barrier...

While English language learners with disabilities, especially those with specific learning difficulties (SpLDs) such as Dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), may encounter barriers to their learning, few English language teachers (ELTs) are capable and confident in their ability to provide bar...

While English language learners with disabilities, especially those with specific learning difficulties (SpLDs) such as Dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), may encounter barriers to their learning, few English language teachers (ELTs) are capable and confident in their ability to provide bar...

While English language learners with disabilities, especially those with specific learning difficulties (SpLDs) such as Dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), may encounter barriers to their learning, few English language teachers (ELTs) are capable and confident in their ability to provide bar...

While English language learners with disabilities, especially those with specific learning difficulties (SpLDs) such as Dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), may encounter barriers to their learning, few English language teachers (ELTs) are capable and confident in their ability to provide bar...

This chapter discusses inclusive education policy awareness among postsecondary English language teachers in Japan, as well as factors that influence that awareness.

Compared to their peers without disabilities, students with disabilities can experience unique, additional barriers to learning in online learning environments, and so the shift to online and distance learning as a result of the COVID-19 pandemic has presented novel barriers to such students (Rao et al., 2021; UNESCO, 2021). Students with specific...

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...

Inclusive education is becoming increasingly important thanks in large part to international policy guidance by the United Nations, though country-specific policy often lags behind global standards. An overview of the history of inclusive education in Japan will be provided to help contextualize how different policies for compulsory and postseconda...

Quality assurance (QA) is a necessary component of language education that is too often overlooked or absent in Japanese higher education institutions. This paper discusses the notion of QA in language education generally, briefly outlines the landscape of QA in postsecondary English language programs in Japan, and discusses some organizational fac...

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...

Quality assurance (QA) in education is an important process for maintaining a high standard of lesson delivery and student learning outcomes. QA is closely tied to program evaluation and development, which has been a central aspect of the administration of English Discussion Class (EDC) at Rikkyo University in Tokyo, Japan since the course was pilo...

Students with disabilities (SWD) can encounter a number of challenges in foreign language education, a field in which practitioners are too often untrained in special education. Additionally, there are few resources available for postsecondary foreign language program administrators who wish to systematize support for SWD enrolled in their courses....

As more and more students with disabilities (SWDs) are increasing need for English language teachers, program administrators , and curriculum designers to create inclusive learning environments that provide reasonable accommoda-tions for such students. This paper outlines the current landscape for SWDs in institutes of higher education in Japan, re...

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 t...

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 t...

Multiple-choice quizzes are a common way to assess reading comprehension. In Rikkyo University's English Discussion Class, such quizzes are used to encourage students to complete a short homework reading designed to provide students with content to discuss in the lesson. The present study utilizes proportionate stratified random sampling to determi...

How learners relate to discussion topics has been shown to directly impact Willingness to Communicate (WTC). Understanding how students relate to a variety of topic types, therefore, can aid materials designers and teachers in the creation and presentation of content in speaking courses or courses with a speaking component. This study investigated...

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 o...

This paper outlines the basic structure of a regular lesson in English Discussion Class (EDC), a compulsory speaking course for all first year students at Rikkyo University in Tokyo, Japan, as reflected in course-specific textbooks. The principles and rationale for the design of each textbook activity are then briefly described. Finally, an overvie...

Turn-taking is an essential part of interactional competence. In order to successfully take turns and manage the floor, English language learners must learn to negotiate transitional relevance places (TRPs) in the L2. As part of a communicative English language course for first year students at a university in Japan, students receive instruction on...

Negotiating transition relevance places (TRPs) is a necessary skill for successful floor management in any language (Sacks et al., 1974). The differences in turn-taking rules between languages can make mastery of this skill difficult for learners of English. Activities that parse and scaffold these rules with prefabricated chunks of language can im...

Student participation and cooperation in group discussions are intrinsically related to turn-taking, as a cooperative participant must successfully indicate their desire to speak (take the floor), as well as effectively end their turn (pass the floor). Non-participatory or uncooperative students are consequently less practiced in taking and passing...