基本情報

写真a

ＹＯＵＮＧ　ＤＡＶＩＤ　ＣＨＲＩＳＴＯＰ(ヨアング　デイヴィッド　クリスト)

YOUNG DAVID CHRISTOP


職名

准教授
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出身学校 【 表示 ／ 非表示 】

  • 早稲田大学  大学院アジア太平洋研究科  際関係博士  2024年02月  卒業

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経歴(学内) 【 表示 ／ 非表示 】

  • 2025年02月
    -
    現在
    東京科学大学 教育研究組織 リベラルアーツ研究教育院 ILA国府台 准教授
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経歴(学外) 【 表示 ／ 非表示 】

  • 2015年04月
    -
    2020年03月
    立教大学 英語ディスカッション教育センター 英語ディスカッションPM
  • 2020年04月
    -
    2025年01月
    上智大学 外国語学部 英語学科 Lecturer
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所属学協会 【 表示 ／ 非表示 】

  • Teaching English to Speakers of Other Languages International Association (TESOL International)

  • Japan Association for Language Teaching (JALT)

  • Comparative & International Education Society

  • Community of Practice on Disability-Inclusive Education, IIEP-UNESCO in Africa

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研究分野 【 表示 ／ 非表示 】

  • 外国語教育

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論文・総説 【 表示 ／ 非表示 】

  1. A Reflection on Impediments to Conducting Research on Inclusive Education in Japan 2024.10; 7 10-16.

  2. Investigating English language teachers’ sentiments, attitudes, and concerns about inclusive education 2024.08; 9 (8): ( DOI )

  3. Postsecondary English Language Teachers’ Concerns about Teaching Students with Disabilities 2024.08; 2023 (1): 275-282. ( DOI )

  4. Conceptualizing Inclusive Practices for English Language Teachers 2024.04; 86-104. ( DOI )

  5. Perspectives on language learning for students with specific learning difficulties: The cognitive dimension 2024.04; 4 (1): 6-9.

  6. Dyslexia in Japanese Schooling: An Interview With Eiko Todo 2024.04; 232-245. ( DOI )

  7. The Emergence and Development of Inclusive Education in Japan: Local to Global and Back Again 2024.04; 22-64. ( DOI )

  8. Applying the UDL Design Cycle to online English Medium Instruction: A case study 2023.05; 66-74.

  9. Do anything but stay silent: A very brief introduction to social justice education 2022.12; 2 (3): 1-3.

  10. Taking an (Inter)cultural View of Students with Disabilities to Promote Inclusive Practices Within the TESOL Field 2021.09; ( DOI )

  11. A call for greater quality assurance in postsecondary English language education in Japan 2021.07; 45 (4): 11-14.

  12. Special education policy and EFL in Japan 2021;

  13. Guide to Systematizing Support for Students with Disabilities in Postsecondary EFL 2020.08; 13 (1): 26-42. ( DOI )

  14. Quality Assurance, Program Evaluation, and Curriculum Revision : A Case Study from Rikkyo University 2020; 8 317-337. ( DOI )

  15. Item Analysis of the EDC Reading Quizzes 2019; 7 320-333. ( DOI )

  16. Textbook Revision in the EDC Context : Lesson Activities 2017; 5 313-319. ( DOI )

  17. 諸井, 貴子, Young, Davey, 山本, 有香. 特集 英語ディスカッションクラスの軌跡 : 立ち上げから現在まで、そして新カリキュラムへ 大学教育研究フォーラム. 2020; 25 6-18.

  18. Ensuring ethical inclusive education for students with specific learning difficulties in postsecondary EFL environments 2026; 25-46. ( DOI )

  19. Inclusive Hiring Practices in EFL/ESL Language Programs 2025.06; ( DOI )

  20. Identifying inclusive training needs with the inclusive practices in English language teaching observation scale 2024.12; 9 (1): ( DOI )

  21. Leveraging Assistive Technology to Promote Inclusive English Language Teaching and Digital Literacy 2024.08; ( DOI )

  22. Awareness of inclusive education policy among postsecondary English language teachers in Japan 2024.03;

  23. Accommodating Students with Disabilities Studying English as a Foreign Language (Practice Brief) 2019.09; 32 (3): 311-319.

  24. Providing Reasonable Accommodations for EFL Students with Disabilities in Higher Education in Japan 2019.09; 43 (5): 9. ( DOI )

  25. Collaborative Support for Students With Disabilities 2019.08; 2018 (1): 136. ( DOI )

  26. Student perceptions of textbook topics in a discussion course 2019; 1 107-127.

  27. Contrastive Models for Turn-Taking in English and Japanese 2018.05; 42 (3): 9. ( DOI )

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書籍等出版物 【 表示 ／ 非表示 】

  1. Barrier-Free Instruction in Japan: Recommendations for Teachers at All Levels of Schooling. 2024.04 (ISBN : 9798224536085)

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講演・口頭発表等 【 表示 ／ 非表示 】

  1. DEI in Practice: Creating socially just, inclusive, & equitable classrooms. 2026.05.23

  2. Exploiting CLT to compensate for English language teachers’ current capacity for inclusive practices. 2024.05.12

  3. Views and notions of inclusive education among postsecondary English language teachers in Japan. 2024.05.12

  4. Postsecondary English language teachers’ training and re-training needs for teaching students with disabilities. 2024.03.12

  5. Embracing constraint in mediating CLIL & inclusive education. 2023.07.01

  6. Universal Design for Learning and English language teaching. 2023.02.27

  7. Developing equity literacy for inclusive program management in higher education. 2023.02.02

  8. Awareness of inclusive education policy among postsecondary English language teachers in Japan. 2022.11.24

  9. Barrier-free learning in Japan. 2022.07.10

  10. Online inclusion with UDL: A case study in postsecondary EMI. 2022.07.09

  11. Administering inclusive EFL: International perspectives on dis/abled learner access. 2025.11.21

  12. 10 easy tips for creating barrier-free classrooms. 2025.11.02

  13. Attribution of authorship for collaboratively created materials. 2025.05.17

  14. Ten tips for teaching neurodiverse students. 2025.03.15

  15. Unpacking ELTs' capacity for inclusive teaching in Japanese higher ed. 2024.12.11

  16. Reflective practice as support for inclusive practices. 2024.11.18

  17. Autonomy and motivation: Empowering learners and teachers. 2024.11.17

  18. Postsecondary ELTs’ concerns about inclusive education. 2023.11.27

  19. The challenges and strategies of working with SpLD students. 2023.11.26

  20. Using the Inclusive Practices in English Language Teaching Observation Scale as a reflective tool. 2023.10.22

  21. Charting a course for inclusive education in TESOL teacher training. 2021.03.01

  22. Making space for inclusive practice in English language teacher training. 2020.11.01

  23. Special needs education & EFL: Policy perspectives. 2020.11.01

  24. Revising assessment tools for a large-scale and strongly unified speaking course syllabus. 2019.12.01

  25. Video observations for principled teacher development and quality assurance in a unified syllabus. 2019.12.01

  26. Collaborative support for special-needs students. 2018.11.01

  27. Student attitudes towards discussing textbook topics. 2018.09.01

  28. Towards autonomy in reflective professional development. 2018.05.01

  29. Evaluating large-scale speaking assessment in a unified curriculum. 2018.03.01

  30. Systematizing support for language learners with disabilities in higher education. 2018.03.01

  31. Integrating students with special needs into an EFL curriculum. 2017.03.01

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受賞学術賞 【 表示 ／ 非表示 】

  • Selected Paper，2018年11月

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社会貢献活動 【 表示 ／ 非表示 】

  • Proposal Reviewer, JALT2026，2026年03月08日 - 2026年03月31日

  • インクルーシブ教育の実現に向けた英語教師のトレーニングニーズを特定 ～よりインクルーシブな英語教育を実践するための新たな成果～，https://www.sophia.ac.jp/jpn/article/news/release/240828/，2024年08月

  • Japan English Teachers: Ready for Disabled Students?，2024年08月

  • Identifying inclusive training needs for English teachers in Japan teaching students with disabilities，2024年08月

  • Are English teachers in Japan ready to teach students with disabilities?，2024年07月

  • Proposal Reviewer, Accessibility in Language Learning SIG, PanSIG 2024，2024年02月

  • Editorial Advisory Board Member, "The Language Teacher"，2021年12月 - 現在

  • Outgoing Chair，2021年03月 - 2022年03月

  • Training ESOL teachers to support students with disabilities，2021年03月

  • Panel discussion: The language of inclusion，2020年11月

  • Chair，2020年03月 - 2021年03月

  • Judge, The TESOL Teacher of the Year Award, 2021，2020年 - 2021年

  • Incoming Chair，2019年03月 - 2020年03月

  • Judge, TESOL Professional Development Scholarships, TESOL 2020 International Convention，2019年 - 2020年

  • Proposal Reviewer, Program Administration & Evaluation Strand, TESOL 2020 International Convention，2019年 - 2020年

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