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Sessions /
Reconceptualizing Accessible Language Learning #1338

Sat, May 15, 16:00-16:45 JST | Zoom 11
You must log in to view sessions Accessibility in Language Learning Interactive poster session

Creating equal educational opportunities for learners with disabilities was initiated by The Act for Eliminating Discrimination against Persons with Disabilities in 2016. JASSO (2020) estimates that the percentage of students with disabilities in post-secondary education has increased from 0.44% to 1.17% since 2014. Those students, however, remain under-supported in language education. Tonooka (2015) estimates that only 28% of university language classes offer support for students with disabilities in Japan. The Act of 2016 places responsibility of providing reasonable accommodation for learners with special needs on language teachers by merging their classes with those of non-disabled learners. This change has brought on a “destabilization in the practices of the typical teacher” (Goodley, 2014, p. 104) on one hand, and a shift in the notion of disability from impairment towards inaccessibility to learning resources on the other. This poster session will highlight various learning differences and a diversity of learner needs including communicative, physiological, and psychological differences in language classes. Presenters will share their insights into reconceptualizing accessibility in language learning. The goal is to facilitate discussions on raising awareness of how teachers can best support learners with special needs. Participants are welcome to share their experiences concerning accessibility in language learning.

Presentation Assets

Reconceptualizing Accessible Language Learning (Poster)

Ryota Moriya

Ryota Moriya

Otaru University of Commerce
Ryota Moriya is currently a lecturer in the Glocal Education Division of the Center for Glocal Strategy at Otaru University of Commerce. He has a PhD in international studies. His research interests include color-blindness, disability studies in education, accessibility in language learning, and Foucauldian genealogical discourse analysis.
Natsuki Suzuki

Natsuki Suzuki

Aoyama Gakuin University
Natsuki Suzuki teaches three different public elementary schools in Tokyo and is on the cusp of being awarded her master’s degree from the English Department of Aoyama Gakuin University. She researches the type and nature of motivation that is most effective for supporting children’s successful learning, both in the classroom and beyond. Her research interest also includes storytelling, music and magic as ways to teach, inspire and make children smile.
Andrew Reimann

Andrew Reimann

Aoyama Gakuin University
Andrew Reimann is an associate professor and language program coordinator in the English Department at Aoyama Gakuin University in Tokyo. He has a PhD in applied linguistics, focusing on intercultural communication and materials design. He teaches classes on comparative culture and intercultural communication. His research interests include raising cultural awareness, communication strategies, and media literacy. Recent publications include Culture Studies Handbook, Culture in Context (Intergraphica Press, 2016) and Humor for Cross Cultural Analysis (TESOL, 2017).