ELI at Kanda University of International Studies

SALC Learning advisors (past and present) have published a chapter in an edited volume published by IATEFL.

Publication details are as follows:

Yamaguchi, A., Hasegawa, Y., Kato, S., Lammons, E., McCarthy, T., Morrison, B. R., Mynard, J., Navarro, D., Takahashi, K., & Thornton, K. (2012). Creative Tools that Facilitate the Advising Process. In C. Ludwig & J. Mynard (Eds.) Autonomy in language learning: Advising in action (pp. 115-136). Canterbury, UK: IATEFL.

Abstract

In chapter 8, Atsumi Yamaguchi et al. briefly describe some of the tools used by learning advisors at Kanda University of International Studies in Japan. Tools such as visual models, learning plans, interactive diaries, reflective tasks, learner autobiographies, shared reflections and portfolios of work facilitate the advising process by supporting the advisor-learning dialogue. In this chapter the authors briefly describe a theoretical model for advising in language learning and then provide some examples of advising tools and explain how they are used in practice in order to facilitate the advising process and promote deeper reflection on language learning.

• Download the chapter as a PDF
• Purchase the complete e-book

KUIS learning advisor Elizabeth Lammons has published a column in the IATEFL Learner Autonomy SIG newsletter. Details as follows:

Lammons, E. (2011). Finding my way: Transitioning from teaching to advising. Independence, 53, 27-31.

Elizabeth Lammons, a new Learning Advisor, wrote a column reflecting on her experiences transitioning from teaching to becoming a learning advisior. In this first column, Liz discusses her previous teaching and how it influenced her decision to become a learning advisor. Also, Liz discusses the challenge she faced in not having a class of my own. Liz comments, “I hope that by sharing these experiences I am able to shed some light on some of the challenges that moving from a classroom to a role that supports learners outside the classroom can have on an educator’s professional development.”

Keywords: advising, professional development

https://learnerautonomy.org/issue53.html

SALC Director Dr. Jo Mynard has co-edited a book with Carol J. Everhard and Richard Smith published by IATEFL. Details are as follows:

Everhard, C.J., & Mynard, J. with Smith, R. (2011) (Eds). Autonomy in language learning: Opening a can of worms. Canterbury: IATEFL.

This volume contains a collection of articles which were originally published between 2006 and 2010 in the Learner Autonomy SIGʼs newsletter Independence. All of the articles were written in connection with a project which likened exploring the multifaceted concept of learner autonomy to opening a metaphorical “can of worms”. Ten “worms” were released into the academic community, resulting in a series of short articles. The following areas are explored in this collection: Assessment, Classroom research, Counselling/advising, Culture, Learner training, Motivation, Self-access, Teacher autonomy, Teacher education, Technology.

https://lasig.iatefl.org/out-now.html

ELI Assistant Director Dr. Neil Johnson has published an article in the Asian EFL Journal co-authored with ex-ELI teacher Dr. Jonathan deHaan. Details as follows:

Johnson, N.H., & deHaan, J. (2011). Second language development through technology mediated strategic interaction. Asian EFL Journal, 14 (3), 69 - 101.

Abstract
Teaching language proficiency can be particularly problematic in a Japanese university context because of issues with low motivation (Yashima, 2002; Oda, 1993), anxiety and shyness (Kitano, 2001), and practical difficulties associated with monitoring performance and providing effective feedback to large numbers of students. Strategic interaction (SI), as proposed by Di Pietro (1987), uses the scenario as an organizing principle for classroom practice. This involves learners being given different parts or roles in a situation to be resolved through language in unfolding interaction. In this paper, we explore and detail the design of an approach to SI that is mediated by use of an online wiki space and digital video technologies. Participants at a Japanese university engaged in an SI routine within the context of learning politeness strategies for a Business English course. Analysis of performance transcripts using a functional language framework, data from a post-performance discourse completion task, and learner reflections, confirm the potential that technology mediated SI holds for increasing language proficiency in this context. We argue that the data shows evidence of a shift from object-regulation towards increased self-regulation, in the genesis of language development.

https://www.asian-efl-journal.com/December_2011_nj.php

Key words: Mediation; Strategic interaction; Technology; Sociocultural; Wiki