Chapter 5: Steps Forward in Empowering and Enabling Learners Towards Equity and Justice for All: A Case Study Through English Language Courses in Japanese Tertiary Education
Ayako Ooiwa & Michael Y. Yap
Abstract
College freshmen face the challenge of adjusting to a new environment where they are expected to be more autonomous and independent. These expectations are more challenging for students with specific difficulties and “gray-zone” students - learners who present tendencies of specific difficulties but remain undiagnosed. This chapter reports a case study where support systems are introduced through the orientation period of university core-curriculum English courses. The materials and tools developed and designed for this purpose have helped all learners, especially those who require some form of support, identify which people to reach out to for help and ask for assistance in managing tasks, keeping deadlines, and navigating university life. These initiated practices aim to help empower learners toward equitable learning opportunities and justice for their rights to education.
About the Contributors
Ayako Ooiwa is an Associate Professor at Keiwa College, Shibata-city, Niigata. She serves as a program coordinator for the core curriculum English courses. Her research interests include: UDL, inclusive education, critical pedagogy, citizenship education, teaching young learners, and Montessori education.
Michael Y. Yap is a full-time Lecturer at Meiho Junior and Senior High School. His main research interests include differentiated instruction, teaching English to students with learning difficulties, developing literacy skills for English language learners, extensive reading, extensive listening, and curriculum design.
Citation
Ooiwa, A., & Yap, M. Y. (forthcoming). Steps forward in empowering and enabling learners towards equity and justice for all: A case study through English language Courses in Japanese tertiary education. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling. Candlin & Mynard. https://doi.org/10.47908/30/5
College freshmen face the challenge of adjusting to a new environment where they are expected to be more autonomous and independent. These expectations are more challenging for students with specific difficulties and “gray-zone” students - learners who present tendencies of specific difficulties but remain undiagnosed. This chapter reports a case study where support systems are introduced through the orientation period of university core-curriculum English courses. The materials and tools developed and designed for this purpose have helped all learners, especially those who require some form of support, identify which people to reach out to for help and ask for assistance in managing tasks, keeping deadlines, and navigating university life. These initiated practices aim to help empower learners toward equitable learning opportunities and justice for their rights to education.
About the Contributors
Ayako Ooiwa is an Associate Professor at Keiwa College, Shibata-city, Niigata. She serves as a program coordinator for the core curriculum English courses. Her research interests include: UDL, inclusive education, critical pedagogy, citizenship education, teaching young learners, and Montessori education.
Michael Y. Yap is a full-time Lecturer at Meiho Junior and Senior High School. His main research interests include differentiated instruction, teaching English to students with learning difficulties, developing literacy skills for English language learners, extensive reading, extensive listening, and curriculum design.
Citation
Ooiwa, A., & Yap, M. Y. (forthcoming). Steps forward in empowering and enabling learners towards equity and justice for all: A case study through English language Courses in Japanese tertiary education. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling. Candlin & Mynard. https://doi.org/10.47908/30/5
Information About the Book
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...