Chapter 3: Conceptualizing Inclusive Practices for English Language Teachers
Davey Young and Alexandra Burke
Abstract
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.
About the Contributors
Davey Young is a Lecturer in the Department of English Studies at Sophia University. He began his career in education working with at-risk student populations in Seattle public schools, including providing language support for immigrant and refugee students. This experience led to his commitment to furthering education as a human right for all people. He holds an MA TESOL from Seattle Pacific University and a PhD in International Studies (Comparative Education) from Waseda University’s Graduate School of Asia Pacific Studies. His research is focused on ELTs’ preparedness to teach students with disabilities.
Alexandra Burke is a part-time Lecturer at Gifu Shotoku Gakuen University, Shiga University, and the University of Shiga Prefecture. Her research field is how people with neurodiversity encounter and can overcome barriers at all life stages. She was born into a multi-generational neurodiverse family and has chosen to be open about her educational journey to allow others to feel more comfortable exploring what is a "taboo" topic to many. Burke has worked extensively in the classroom setting supporting teachers and learners to change practice methods that will unlock the potential of this group. She has received multiple "Michele Steele Best of JALT Awards" for Chapter presentations and also Best Poster Awards at JALT international and Online Conferences. Her goal is that any person with neurodiversity will have access to a welcoming educational environment and the assistive technology they need to thrive in society.
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.
About the Contributors
Davey Young is a Lecturer in the Department of English Studies at Sophia University. He began his career in education working with at-risk student populations in Seattle public schools, including providing language support for immigrant and refugee students. This experience led to his commitment to furthering education as a human right for all people. He holds an MA TESOL from Seattle Pacific University and a PhD in International Studies (Comparative Education) from Waseda University’s Graduate School of Asia Pacific Studies. His research is focused on ELTs’ preparedness to teach students with disabilities.
Alexandra Burke is a part-time Lecturer at Gifu Shotoku Gakuen University, Shiga University, and the University of Shiga Prefecture. Her research field is how people with neurodiversity encounter and can overcome barriers at all life stages. She was born into a multi-generational neurodiverse family and has chosen to be open about her educational journey to allow others to feel more comfortable exploring what is a "taboo" topic to many. Burke has worked extensively in the classroom setting supporting teachers and learners to change practice methods that will unlock the potential of this group. She has received multiple "Michele Steele Best of JALT Awards" for Chapter presentations and also Best Poster Awards at JALT international and Online Conferences. Her goal is that any person with neurodiversity will have access to a welcoming educational environment and the assistive technology they need to thrive in society.
Citation
Young, D., & Burke, A. (2024). Conceptualizing inclusive practices for English language teachers. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling (pp. 86-104). Candlin & Mynard. https://doi.org/10.47908/30/3
Young, D., & Burke, A. (2024). Conceptualizing inclusive practices for English language teachers. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling (pp. 86-104). Candlin & Mynard. https://doi.org/10.47908/30/3
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Free download
Table 3.1 (PDF). Basic Inclusive Principles and Practices for Inclusive English Language Teaching. © Young, D. & Burke, A. (2024). May be copied and used for teaching and professional development purposes. |
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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...