scholarly journals Special Education Policy and EFL in Japan

2021 ◽  
Vol 2020 (1) ◽  
pp. 38
Author(s):  
Davey Young
Keyword(s):  
Postsecondary Education ◽  
Inclusive Education ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
International Standards ◽  
Human Right ◽  
Persons With Disabilities ◽  
Special Education Policy ◽  
Global Standards

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 postsecondary education take different approaches to meet international standards as outlined in the UN’s Convention on the Rights of Persons with Disabilities. Key policies that included provisions for inclusive education in Japan are then analyzed and discussed. Finally, additional considerations will be provided for how English language teachers can teach inclusively and help safeguard quality language education as a human right for all students. インクルーシブ教育は、国別の政策が国際水準にたいして後れをとっていることが多いものの、国連主導の国際的な政策指針のおかげで、ますます重要性を増している。本稿は、義務教育と中等教育後の学習機関の異なる政策が、国連で採択された「障害者権利条約」にある国際水準を満たすべく、いかに異なるアプローチを取りうるのかを考察するために、日本におけるインクルーシブ教育の歴史を概観する。その後、日本におけるインクルーシブ教育に関する条項を含む重要な政策について、分析し検討する。最後に、英語教師がどのようにしてインクルーシブ教育をおこない、すべての学生の人権として言語教育の質を保証することができるかという点において補足的な検討を加える 。

scholarly journals The enactment of the Malaysian common European framework of reference (CEFR): National master trainer’s reflection

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Abdul Hakim Ali Abdul Aziz ◽  
Radzuwan Ab Rasid ◽  
Wan Zhafirah Wan Zainudin
Keyword(s):  
Education Reform ◽  
English Language ◽  
Language Education ◽  
Training Model ◽  
Language Teachers ◽  
International Standards ◽  
English Language Education ◽  
Master Trainer ◽  
English Language Teachers ◽  
Second Tier

As Malaysia sets out to realise their plan of the English Language Education Reform, the adaptation and implementation of Common European Framework of Reference (CEFR) is an obvious choice; however, creating a high-calibre teaching workforce to carry it out poses a significant challenge. This critical reflection article elucidates the implementation of CEFR in Malaysian Pre-, Primary and Secondary schools from the perspective of a National Master Trainer (NMT) who attended multiple courses by Cambridge English Super Trainers (CEST) before going on to train English language teachers using the Cascade Training Model. Based on the trainer’s experience, this article discusses the progress of the training, starting from CEST as the first tier, NMT as the second tier, and District Trainer (DT) as the third tier, until it reaches the teachers who will apply their knowledge and skills in the classroom. We conclude that despite the long and careful planning in terms of teacher training for the CEFR implementation, there are various aspects that need improvements, to better guarantee success in producing an English language programme along with international standards, as the plan dictates.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

Podcasting as a Next Generation Teaching Resource

2009 ◽  
pp. 350-365 ◽  
Author(s):  
Jenny Ang Lu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
Wide Range ◽  
Potential Applications ◽  
English Language Teachers ◽  
Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

scholarly journals Teachers’ experiences with dyslexic learners in mainstream classrooms: Implications for teacher education

2020 ◽  
Vol 9 (6) ◽  
pp. 34
Author(s):  
S’lungile K Thwalaa ◽  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O Okeke ◽  
Nombuso N Gamad ◽  
Abahle Thewala
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Education System ◽  
English Language ◽  
Teacher Education Program ◽  
Sampling Technique ◽  
Language Teachers ◽  
Structured Interviews ◽  
Education Policies ◽  
Phenomenological Research Design

Inclusive education represents the main ethos of the Kingdom of Eswatini education system. This reflects on both the Constitution and on various education policies since the country became a signatory to the goals of Education for All. However, it would appear that major constraints impede the education vision that resonates through the charter of ‘no child is left behind’. The education of learners with dyslexia is then called into empirical questions with a focus on the experiences of teachers of such category of learners within the Eswatini education system. A phenomenological research design was chosen, using a convenience sampling technique to select 12 English language teachers of dyslexic learners. Data were obtained by individual semi-structured interviews and by non-participant observations. Content analysis was employed to analyze the data, which were then presented thematically. Peer review, as well as member checks, were used to improve the trustworthiness of data. The main themes that emerged were insufficient time, unwelcoming attitudes, lack of support, and lack of training of teachers of dyslexic learners. It was equally evident that teachers were challenged by insufficient training to enable them to deal with dyslexic learners. Without an effective support structure for teachers, the education of dyslexic learners would remain a chimera. This finding implicates the teacher education programs in colleges of education and universities in the sense that training on inclusive classroom teaching should form part of the teacher education program.            

scholarly journals The Pedagogical Practicum Journey Towards Becoming an English Language Teacher

2019 ◽  
Vol 21 (1) ◽  
pp. 173-185 ◽  
Author(s):  
Edgar Lucero ◽  
Katherin Roncancio-Castellanos
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Language Teachers ◽  
Mentor Teachers ◽  
English Language Education ◽  
Teaching Experiences ◽  
English Language Teachers ◽  
Practicum Experiences

This article discusses English language pre-service teachers’ pedagogical practicum experiences. We compiled, from their teacher journals and group talks, the lived teaching experiences of a group of 34 pre-service teachers who were majoring in English language education at a private university in Bogota, Colombia. The analysis of their stories makes us realize that their first practicum experiences are full of feelings and emotions, and that their first teaching practices are based on their mentor teachers’ pieces of advice. These first experiences, in turn, develop the foundation upon which they build themselves as English language teachers.

scholarly journals Providing Reasonable Accommodations for EFL Students with Disabilities in Higher Education in Japan

2019 ◽  
Vol 43 (5) ◽  
pp. 9 ◽  
Author(s):  
Davey Young
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Resource Sharing ◽  
English Language ◽  
Language Teachers ◽  
Program Administrators ◽  
Reasonable Accommodations ◽  
Inclusive Learning ◽  
English Language Teachers

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。

scholarly journals POLICY CHANGE IMPLEMENTATION: THE CASE OF THE CEFR IN MALAYSIAN ESL CLASSROOMS

2021 ◽  
Vol 6 (2) ◽  
pp. 296-317
Author(s):  
Nur Ashiquin C. Alih ◽  
Abdul Halim Abdul Raof ◽  
Masdinah Alauyah Md. Yusof
Keyword(s):  
Policy Change ◽  
Education System ◽  
English Language ◽  
Language Education ◽  
Structured Interview ◽  
Readiness For Change ◽  
Language Teachers ◽  
Change Implementation ◽  
English Language Education ◽  
English Language Teachers

Background and purpose: With rapid global development happening in the world today, the field of education has been awash with various change forces. In an effort to ensure its system is globally competitive, Malaysia has taken a step to align its English language education system to the Common European Framework of Reference (CEFR). However, any change in policy is not without problems and challenges as studies have shown that challenges were inevitable and stakeholders’ buy-in on the new change is necessary. Hence, this study was undertaken to investigate the challenges faced by teachers in implementing the CEFR in Malaysian ESL classrooms, their belief on this new reform and their readiness to implement the CEFR.   Methodology: A mixed-method design was utilized with the use of questionnaire and semi structured interview as means for data collection. 365 English language teachers responded to the questionnaire while 15 English language teachers participated in interview sessions.   Findings: The data revealed five challenges namely teachers’ motivation, materials, time, students’ proficiency level and facilities. Despite facing multiple challenges, all teachers exhibited positive belief towards the adoption of the CEFR. The study also showed that although teachers were emotionally ready to accept the change, their cognitive readiness for change however is dependent upon three important facets namely time, collective effort and adequate materials.   Contributions: The study provides insights into the change in policy involving the CEFR implementation in the Malaysian English language education system which contributes to the scarce literature on the implementation of CEFR.   Keywords:  Policy implementation, challenges in policy change, teachers’ belief, Common European Framework of Reference (CEFR), readiness for change.   Cite as: C. Alih, N. A., Abdul Raof, A. H., & Md. Yusof, M. A. (2021). Policy change implementation: The case of the CEFR in Malaysian ESL classrooms.  Journal of Nusantara Studies, 6(2), 296-317. http://dx.doi.org/10.24200/jonus.vol6iss2pp296-317

scholarly journals Exploring English Language Teachers’ Challenges and Coping Strategies in Teaching Slow Learners in Inclusive Education Programmes

2018 ◽  
Vol 5 (2) ◽  
pp. 39-53
Author(s):  
Fathiah Syahirah Khalid
Keyword(s):  
Coping Strategies ◽  
Inclusive Education ◽  
English Language ◽  
Language Teachers ◽  
Esl Teachers ◽  
Teaching Resources ◽  
English As Second Language ◽  
Slow Learners ◽  
English Language Teachers ◽  
And Coping

It has been reported that English as second language (ESL) teachers are not well-trained to teach slow learners in inclusive education. The aim of this study is to explore the challenges that Malaysian English language teachers faced when teaching slow learners in the inclusive educational program as well as to determine their coping strategies. The present study employed a qualitative research method with case study design through face-to-face interviews with three English language teachers from three secondary schools in Malaysia. Five major themes were found through thematic analysis: external factors and internal factors represented the challenges that Malaysian teachers faced when teaching slow learners in the inclusive education, while teaching resources, remedial activities and teachers’ skills represented the coping strategies used by the English language teachers.

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