Ayako Ooiwa and Michael Y. Yap
Saturday, April 20, 2024 2:00 – 4:00p.m.Join Zoom meeting
https://tcu-ac-jp.zoom.us/j/83975355393?pwd=ZHd3eldDMGUrYzQvY0N4ZWVKWnJuQT09
Meeting ID: 839 7535 5393
Passcode: 516220
Ayako Ooiwa and Michael Y. Yap are contributors to the soon to be published: Barrier-Free Instruction in Japan: Recommendations for Teachers at All Levels of Schooling, (Edited by Alexandra Burke, Davey Young, and Melodie Lorie Cook, Candlin & Mynard Publishing).
Co-authors of the chapter in the new publication Barrier-free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling, Ayako Ooiwa and Mike Yap will be explaining the context of their chapter “Steps Forward in Empowering and Enabling Learners Towards Equity and Justice for All: A Case Study Through English Language Courses in Japanese Tertiary Education”.
The presenters will explain their project to recalibrate the orientation session of the core curriculum English classes in order to empower first-year university students who are newly-placed in an environment where they are expected to be independent. This presentation focuses on an acquisition of academic skills leading towards students’ self-efficacy and self-advocacy, which are critical for so-called “gray-zone” students. The presentation also includes updates on the context.
BIODATA:
Ayako Ooiwa is an associate professor at Keiwa College. She teaches core curriculum English classes, courses related to teaching English to young learners, and seminars which focus on citizenship education. Her research areas include critical pedagogy, Universal Design for Learning, Montessori education, and academic coaching, all of which are considered to be critical parts of citizenship education.
Michael Y. Yap is a full-time lecturer at Meiho Junior and Senior High School. He is currently pursuing graduate studies in special education. 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 for teacher development.