用英语教学全纳实践观察量表确定全纳培训需求

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Asian-Pacific Journal of Second and Foreign Language Education Pub Date : 2024-07-08 DOI:10.1186/s40862-024-00287-9
Davey Young
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引用次数: 0

摘要

优质的全纳教育已在国际政策层面得到保障,但要实现全纳教育,教师必须做好准备,教授有各种支持需求的学生。全世界有超过十亿的英语学习者,考虑到语言学习会给残疾学生带来许多独特的障碍,英语教学与技能培训领域越来越需要考虑如何以最佳方式培训教师进行全纳教学。英语教师(ELTs)普遍缺乏教授残障学生的培训,也很少有研究来确定具体的培训需求。如果语言学习环境要尊重全纳教育的人权,那么这是一个需要填补的重要研究空白。本研究报告采用了一种新颖的工具--英语教学全纳实践观察量表(IPELT),并结合观察后访谈,来确定日本中学后英语教师的具体培训需求。对 IPELT 的结果进行幅度编码,并对 13 名参与者的现场笔记和访谈数据进行主题分析,结果表明,在这种特殊情况下,英语语言教师很可能会受益于差异化和残疾学生教学具体注意事项方面的培训,以及识别可能的残疾学生方面的培训。尽管普遍缺乏相关培训,但学员们也展示了创造全纳学习环境的基本技能。
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Identifying inclusive training needs with the inclusive practices in English language teaching observation scale

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 barriers to students with disabilities, the TESOL field has a growing need to consider how to best train teachers to teach inclusively. English language teachers (ELTs) generally lack training to teach students with disabilities, and little research has been done to identify specific training needs. If language learning environments are to honor the human right to inclusive education, then this is a critical research gap to close. This study reports on the use of a novel instrument, the Inclusive Practices in English Language Teaching Observation Scale (IPELT), in combination with post-observation interviews, to determine specific training needs among ELTs working at the postsecondary level in Japan. Magnitude coding of IPELT results and thematic analysis of field notes and interview data from 13 participants suggests that ELTs in this particular context would likely benefit from training in differentiation and specific considerations for teaching students with disabilities, as well as identifying possible students with disabilities. The participants also demonstrated a foundational skill set to create inclusive learning environments despite a general lack of relevant training.

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来源期刊
Asian-Pacific Journal of Second and Foreign Language Education
Asian-Pacific Journal of Second and Foreign Language Education Arts and Humanities-Language and Linguistics
CiteScore
2.90
自引率
5.60%
发文量
40
审稿时长
5 weeks
期刊最新文献
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