Cultivating a More Inclusive Learning Environment for Neurodiverse EIL Students
By: Sean H. Toland
Many people erroneously assume that a typical Japanese university English as an international language (EIL) classroom is a culturally homogenous place, and students are basically cut from the same proverbial cloth. In actuality, there is a tremendous amount of diversity, as English language learners (ELLs) in Japan have different gender identities, sexual orientations, dialects, motivational levels, and come from various ethnic and socioeconomic backgrounds. There is also a wide range of cognitive variations as well as preferences for different styles of socialization and learning. Ultimately, this should not be too surprising as the human brain is a complex organ that has approximately 86 billion nerve cells which are constantly active. Several researchers (e.g., Burke et al., 2024; Young, 2024a) have reported that EIL classrooms in Japan have increasing numbers of neurodiverse students who may encounter significant barriers when studying a foreign language.
What is neurodiversity?
Neurodiversity is a difficult notion to pin down and one that has generated an array of definitions over the last twenty-five years. For the purposes of this article, neurodiversity is defined as the unique ways that people think, move, hear, see, process information, and communicate (Ellis et al., 2023). Conditions such as autism spectrum disorder (ASD), dyslexia, dyscalculia, dyspraxia, Tourette syndrome, post-traumatic stress disorder (PTSD), and brain injuries fall under the umbrella of neurodiversity (Spaeth & Pearson, 2023). Historically, these conditions were pathologized by the medical community and perceived to be deficits or disabilities (Clouder et al., 2020). In the 1990s, there was a paradigm shift towards recognizing cognitive variations as a naturally occurring phenomenon and acknowledging that neurodiverse individuals (e.g., Albert Einstein, Mary Temple Grandin) have contributed a great deal towards the evolution of science, technology, and culture (Silberman, 2016).
Dismantling barriers?
More recently, a number of international and domestic initiatives have been launched to dismantle barriers that students with specific learning difficulties (SpLDs) experience. According to Sewell (2022), SpLDs are “a collection of lifelong conditions that negatively influence learning and daily functioning” (p. 2). In 2015, the United Nations member states adopted the 2030 Agenda for Sustainable Development. The fourth goal in this document aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (United Nations, 2024, para. 1). In the Japanese context, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) proposed the Reading Barrier-Free Act in 2019 and noted in the 2023 Basic Plan for the Promotion of Education that the concept “Diversity, Equity and Inclusion is also becoming more important” (MEXT, 2023, p. 23). While these initiatives are a definite step in the right direction and look great on paper, the reality in the classroom is another story. Sadly, a significant number of neurodiverse ELLs in Japan are being left behind because many teachers never received adequate training on how they can cultivate a more accessible and inclusive learning environment (Young, 2024b).
Conceptual baggage
This article highlights five pedagogical strategies that I have integrated into my professional practice to help students with SpLDs. It draws on my frontline teaching experiences with neurodiverse Japanese university ELLs and special needs students in the Canadian public school system. I critically reflect on the successes and missteps that I have made along the way in my ongoing quest to establish a barrier-free compassionate learning environment. Before venturing on, it is essential that I unveil my own conceptual baggage and other elements that have filtered into this paper. First, the words you are reading come from the keyboard of a person who has struggled with dyslexia his entire life. While my condition was not on the extreme end of the continuum like John Corcoran, a veteran teacher who was unable to read or write, it was nevertheless something that generated a significant amount of frustration and embarrassment. For example, I failed high school two years in a row and have never finished a test on time. Like many other dyslexics, I became quite skilled at camouflaging my struggles and working around certain obstacles. Next, I am the proud father of three children, two of whom have SpLDs (i.e., ASD and ADHD/dyslexia). Lastly, the ideas of Brazilian educator and critical theorist Paulo Freire (1921-1997) have acted as a bright beacon of light throughout my entire teaching career. It is beyond the scope of this paper to go into great depth on how Freire’s (1996) seminal book Pedagogy of the Oppressed[1] influenced my educational philosophy and classroom practices. However, it is worth noting that the Freirean notions of “education as the practice of freedom” and the “problem-posing method” can not only assist teachers in cultivating a neuro-strengths-based perspective, but also help neurodiverse students alleviate the feelings of isolation and dissatisfaction that they often experience learning a foreign language. That concludes my brief autobiographical detour. In the section that follows, I discuss how a neurodiversity-affirming approach can enable EIL educators to foster a more accessible and inclusive learning environment.
Universal Design for Learning (UDL) framework: Addressing learner variability
Everyone has attended tediously boring lectures where the speakers adopted the infamous “sage on the stage” persona and overwhelmed audience members with a plethora of facts and figures plastered on text-heavy MS PowerPoint slides. Unfortunately, this style of “teaching” (read: pontificating) is commonplace on many Japanese university campuses, even though instructors are encouraged to use active learning methodologies. Not surprisingly, the teacher-centered “death by PowerPoint” phenomenon does a tremendous disservice to twenty-first century ELLs, especially students with SpLDs. Nowadays, it is crucial that educators stop relying on excessively wordy and poorly formatted presentation slides and printed/digital handouts. Moreover, teachers must integrate multiple delivery formats (e.g., multimodal media) into EIL courses and provide students with plenty of collaborative learning opportunities. One of the most effective ways that educators can help bridge the learning gulf that exists in their classrooms is by incorporating the Universal Design for Learning (UDL) approach into their pedagogical practice. The Center for Applied Special Technology (CAST) developed a practical framework to “improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (CAST, 2024, para. 1). The UDL Guidelines (version 3.0) promote learner agency via these three categories: (a) multiple means of engagement; (b) multiple means of representation; and (c) multiple means of action and expression (CAST, 2024). According to Novak (2022), the UDL approach can eliminate barriers as well as support the academic achievement of both neurotypical and neurodiverse students by providing them with the necessary tools to access learning experiences. Whenever I create English language teaching (ELT) materials, I am cognizant of the UDL framework, alongside other important design principles (e.g., simplicity, usage of high-resolution images) which are based on Reynolds’ (2019) book Presentation Zen: Simple Ideas on Presentation Design and Delivery. Likewise, I utilize the Dyslexia Style Guide (British Dyslexia Association, 2023) and Burke’s (2020) suggestions when I create print/digital handouts for my classes. More specifically, I use sans serif fonts (e.g., Arial), larger font sizes, adequate spacing, short simple sentences, and helpful headings in my instructional resources.
Provide clear instructions
Teachers can enhance neurodiverse students’ wellbeing and learning outcomes by providing them with clear and explicit instructions (Ellis et al., 2023). In the vignette that follows I highlight how a neurodiverse student helped me improve the overall quality of my lesson materials and in-class directions. Naoki (pseudonym), who was in five courses that I taught, appeared to be comfortable identifying as neurodivergent (i.e., ASD). In addition to disclosing his condition to the Student Affairs Department, he also mentioned it to several classmates during various collaborative learning activities. Initially, I was a little surprised at his openness because of my own dyslexic camouflaging experiences, coupled with the fact that many neurodiverse higher education students are hesitant to disclose their condition(s) out of fear of being socially ostracized (Accardo et al., 2024). Before each class, I try to upload the instructional materials (i.e., video links, handouts, slides) to my university’s learning management system (LMS) at least one week in advance in order to make the upcoming lesson easier to follow. Since very few students had ever contacted me about my teaching materials, I assumed that they were largely effective and error-free. Of course, this perspective sometimes changed after I critically reflected on the success of a lesson, especially when one of the in-class learning tasks worked like the dreaded lead balloon. When I first started teaching Naoki, I quickly realized that some of the instructions on my handouts were a tad too ambiguous. After meticulously scrutinizing the lesson contents, Naoki would frequently drop by my office a few days before each class to get some clarification. On several occasions, I ended up making minor revisions to my teaching materials so that they would be more explicit. The updated handouts/slides were then re-uploaded to the LMS. Similarly, he would ask thoughtful questions during or after class which usually added clarity to a learning activity. In essence, Naoki’s critical feedback helped me to give clearer instructions and create ELT materials with a more discerning eye. I’ve also found that integrating exemplary student work (e.g., poster, e-portfolio) and “how to” videos made with the QuickTime Player or screen recording software (e.g., Camtasia) can lead to deeper learning for neurodiverse ELLs.
Be flexible and “remix” instructional materials
Elllis et al. (2023) claimed that it is important to establish a “positive, caring environment, where students feel the teacher will listen to them actively and without prejudice” (p. 112). One of the best ways for educators to adhere to this advice is to be flexible and make accommodations for ELLs with SpLDs. Mio (pseudonym) would get visibly frustrated during any mingling activities in an exceptionally large (note: 84 students) communicative English course that I taught. The first time I witnessed Mio’s discomfort, I immediately thought about my oldest son’s emotional reaction when he is overstimulated and some of his coping mechanisms. Thus, I encouraged Mio to wear noise-cancelling headphones if an in-class activity was too noisy and leave the classroom for a short time-out if she needed to recharge. Mio also preferred to work alone and complete her lesson tasks on a tablet instead of a worksheet. Unlike several of her neurotypical classmates, Mio did not use her digital device during English lessons to surreptitiously check social media sites. When it was time for the class to do a poster presentation, Mio had a significant amount of trepidation, so I allowed her to complete the assignment after class in order to reduce the adverse impact of auditory and social stimuli. My experiences working with Mio echoed Kormos’ (2017) contention that students can become successful foreign language learners with adequate support in inclusive classrooms.
Another accommodation that teachers can make which will help students with SpLDs learn more effectively is to “remix” different types of paper-based and digital ELT materials. According to Knobel and Lankshear (2008), remix is the process of combining and reformulating cultural artifacts “into new kinds of creative blends” (p. 22). Throughout Japan, many EIL university instructors are required to use commercially produced textbooks and digital resources in coordinated courses. Several critics (e.g., Appleby, 2018) have argued that many global publishing companies strategically sidestep sensitive topics in their quest to increase sales, even though they have a moral responsibility to design ELT resources that are inclusive and respectful of the different identities that can be found within a typical EIL classroom. On a similar critical note, I have been forced to use textbooks in a number of EIL courses which were culturally inappropriate, text-heavy, and lacked appropriate images. Whenever possible, I would remix course-book materials and integrate supplementary learning activities into lessons which were better suited to the individual needs of my students. Below is how I remixed an informative speech project from LeBeau’s (2020) Speaking of Speech: Premium Edition student book in a Presentation Skills course. Incidentally, I consider this textbook to be a good resource because it contains engaging visuals, practical activities, and ELLs can access audio-visual content on the National Geographic Learning website. The Student Affairs Department informed me at the beginning of the semester that three neurodivergent ELLs were enrolled in the Presentation Skills course. However, I strongly suspected that the actual number was significantly higher. Therefore, I decided to remix the class-fronted PowerPoint informative speech that is suggested in the Speaking of Speech: Premium Edition textbook to a more interactive carousel-style poster presentation format. In essence, I felt that this strategy would reduce the students’ public speaking anxiety levels and increase their cumulative communication time. Moreover, ELLs with SpLDs would not be required to read much text as the posters were predominantly photos. The informative speech activity that I remixed required partners to research a city of their choice, select four areas that piqued their interest (e.g., pastimes, food, attractions, and problems), find four high-resolution photos for each quadrant, and make several short interactive poster presentations. Figure 1 shows an exemplary informative speech poster on Venice that was created by two neurodiverse students. This collaborative assignment raised awareness about the value of the visual message, enhanced students’ public speaking skills, scaffolded learning, and helped prepare them to do a class-fronted PechaKucha presentation at the end of the term. I’ve also discovered that utilizing student-generated teaching materials (e.g., podcasts) is an effective remixing strategy that can harness neurodiverse ELLs’ unique strengths.
Use project-based learning
Integrating a project-based learning (PBL) approach into an EIL course is another way that instructors can celebrate neurodiverse students’ special skill sets (Yphantides, 2021). The Buck Institute for Education (2024) define PBL as a “teaching method in which students learn actively by engaging in real-world and personally meaningful projects” (para. 1). Boss and Larmer (2018) claim that “deep and meaningful learning” can occur if the following design elements are integrated into a PBL project:
- Challenging problem or question;
- Sustained inquiry;
- Authenticity;
- Student voice and choice;
- Reflection.
- Critique and revision;
- Public product. (pp. 2-3)
The fourth element, student voice and choice, is especially important for neurodiverse ELLs. Several studies (e.g., Thomas, 2017) and anecdotal evidence from frontline teachers have demonstrated that a technology-mediated PBL approach can foster students’ creativity, critical thinking, communicative competencies, digital literacy, and collaborative learning skills. In the next paragraph, I discuss some of my early missteps utilizing technology-enhanced PBL in a communicative English course and several of the lessons that I have learned over the last decade.
Young and Burke (2024) created an excellent resource for EIL educators entitled “Basic Inclusive Principles and Practices for Inclusive English Language Teaching,” which includes 11 guiding tenets, best practices, and the rationale behind each one. Principle 10 encourages teachers to develop students’ information and communication technologies (ICT) skills and provide them with “explicit instruction as needed.” This is definitely sound advice and something I overlooked the very first time I incorporated a digital storytelling (DST) project into a communicative English course. A typical digital story, which is around five-minutes in length and created with video editing software or Web 2.0 tools, combines various elements (e.g., video clips, images, narrative, music, transition effects) into a cohesive digital narrative. I incorrectly assumed that since most Japanese university ELLs are smartphone savants they would not get tangled up in problematic ICT issues. Furthermore, critics could rightly say that I put the “technology before the pedagogy” and had a “technological deterministic mindset,” so it is no surprise that my initial DST foray was an unmitigated flop. In the ten years since this debacle, I have learned a great deal and completely revamped how I use technology-mediated projects in my class. Table 1 provides ten recommendations that teachers can use to make a DST more accessible to neurodiverse students.
Table 1
Making a DST project accessible for all students: Helpful Recommendations
Recommendations: |
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At the conclusion of every DST project, my class has a film festival because it provides neurodiverse (and neurotypical) ELLs with an opportunity to showcase their creative talents. The students have snacks and drinks as they watch their classmates’ collaborative multimodal videos in a relaxed atmosphere. After the last video has been screened, the ELLs mingle around the classroom and have informal chats with other movie makers. I refrain from doing any grading during this viewing session, because it would be an unnecessary distraction and I want the students to feel comfortable sharing their digital narratives. There are a myriad of moving parts in a typical DST initiative, such as problematic ICT issues, digital divide realities, irresponsible teammates (e.g., social loafers), intragroup friction, and curricular objectives that EIL educators must take into careful consideration (Toland, 2023). Thus, it is crucial that teachers be attuned to the undercurrents in their classes and engage in ongoing critical self-reflection so that they can make the necessary adjustments if a technology-mediated project happens to go off the rails.
Consider the classroom environment
EIL educators must be cognizant of the education infrastructure and willing to make modifications so that learning is accessible and inclusive for everyone. More specifically, teachers need to consider if their assigned classroom has adequate natural and artificial lighting, proper ventilation, ergonomically designed desks and chairs, reliable Wi-Fi connectivity, and a manually adjustable thermostat to maintain an optimal room temperature for studying. According to Dickter and Burk (2021), better physical learning environments can help neurodiverse students “reduce anxiety, mitigate executive function deficits caused by over stimulation, and improve focus” (p. 84). My own classroom observations, coupled with anecdotal reports from colleagues, support this claim. Before the start of each academic year, I specifically request a classroom with moveable desks, so that I can reconfigure the learning space into one where the students can walk around the room unobstructed and actively interact with their classmates. I usually arrive at my classroom 15 minutes early so that I can move 35 (or more) desks into eight learning pods. The extra desks, which are placed at the back of the room, are used to store the students’ excess accouterments (i.e., bags, umbrellas, etc.). The reconfiguration process from the traditional teacher-centered classroom to a collaborative learning environment frees up space for kinetic movement and sends out the subliminal message that the instructor is not the “sage on the stage.” It is also important that teachers are mindful of various sounds inside and outside the classroom. For example, this past semester I changed one of my classrooms after the first week because it was in front of a popular gathering spot for students before their classes. In essence, I felt that the external noise level in conjunction with a loud ceiling fan would be distracting for students with SpLDs.
Conclusion
Most educators would agree that teaching English in the twenty-first century is a complex and multifaceted endeavor. Nowadays, university EIL instructors must navigate a myriad of contemporary challenges such as the integration of new digital pedagogical practices, the ethical usage of emerging technologies (e.g., ChatGPT), and maintaining student engagement in a social media-saturated world. In addition, teachers need to regularly don the cloak of advocacy to confront top-down directives from administrative overlords that are not conducive to their students’ learning needs and social-emotional wellbeing. Educators must also be more proactive on the cognitive diversity front and create a more welcoming and inclusive environment for neurodivergent ELLs. This article highlighted five pedagogical strategies that teachers can utilize to support neurodiverse students in a higher education context. It goes without saying that the ideas discussed in this paper are but a drop in the proverbial ocean as there are numerous other ways that instructors can establish a neurodiversity-affirming classroom. There is a definite need for faculty professional development initiatives to emphasize the UDL framework and other inclusive approaches that can make learning more accessible for neurodiverse students. Therefore, I concur with Černickaja and Sokolová’s (2024) claim that universities should provide faculty members with practical training sessions and not just the passive transfer of basic information about neurodivergent conditions. Likewise, EIL teachers must partake in a variety of different self-directed and collaborative learning opportunities to expand their awareness of students with SpLDs and enhance their pedagogical practices.
[1] Pedagogy of the Oppressed was first published in Portuguese in 1968. It was translated into English in 1970.
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Sean H. Toland is a Professor of English at The International University of Kagoshima. He has taught English as an international language (EIL) in Japan and Korea at every level from elementary school to university and worked as a high school teacher in Canada’s far north. Sean holds a PhD from Lancaster University in E-Research and Technology-Enhanced Learning. His research interests include teacher training, materials development, and critical thinking. [email protected]