1. Morrison, B. R. (2013). Learning behaviors: Subtle barriers in L2 learning. In J. Schwieter (Ed.). Studies and global perspectives of second language teaching and learning, pp. 69-89. Charlotte: Information Age Publishing.

Abstract

This chapter is concerned with a university course which was designed to focus on self-directed learning, target-language development, and empowerment of learners to make informed decisions about their own learning. The results of the study showed that the learners were not ready to take full responsibility for their learning; nevertheless, learners referred explicitly to how the course improved their language skills, their language learning skills, and their understanding of available resources, while an analysis of their learning journals indicated a vast improvement in ability to select and undertake goal-appropriate language learning activities. The chapter outlines the context, syllabus, and course implementation of an elective, self-directed language learning course for first-year Japanese university students. Change in language learning behavior that occurred as students implemented their individual learning plans (ILPs) outside the classroom was observed during document analysis of the learning journals of members of one class. The results suggest that even when these learners had an understanding of the principles discussed in class and used this knowledge to design an ILP, there were initially challenges breaking language learning habits which had been successful at high school but which were insufficient for achieving individual language learning goals.

2. Morrison, B.R. (2013). Creating diagnostic frameworks for supporting focused, effective, self-directed learning. In T. Pattison (Ed.). IATEFL 2012Conference Selections, pp. 47-49. Canterbury: IATEFL.

Kanda University of International Studies (KUIS) in Japan is a specialist language university with a purpose-built self-access centre, which is staffed and resourced to encourage out-of-class learning. This paper shows how support was developed to help students understand their self-directed learning needs through the design and use of diagnostic framework worksheets (DFW). While all skills are referred to, DFW examples have been selected from the speaking worksheet.

When asked about his experience, he told us: “The best thing about the ADE Institute was meeting dedicated educators worldwide and hearing about their innovative and inspirational practices. I realized that it is not technology alone that’s transformational: it’s the teachers use of technology that can revolutionize learning.”

Learn more about this group of innovative educators online at: http://www.apple.com/education/apple-distinguished-educator/

Joachim Castellano at the ADE conference (photo by Daniel Woo)

Abstract follows:

Tablet computers are a growing trend in education that has been gaining momentum since the introduction of the Apple iPad in 2010. This paper presents a case study at a Japanese university that investigated the integration of iPads into an existing English language curriculum. It reports on the experience of teachers and students using this particular tablet for several learning tasks in a Freshman English course. The tablets were used as a presentation tool, digital handout, Internet browser, transcription recorder, and media playback device. Data gathered from the study describe benefits and drawbacks of using tablet computers in the Japanese university EFL context. In addition, teacher and student views on using tablets in class activities were gauged. The researchers used direct observations, video recordings of student use, and survey data from teachers and students. It also details the mobile applications that were used for the classroom tasks. While the iPads showed promise in collaborative projects involving media, connectivity, unfamiliarity, and incompatibility issues limited their effectiveness. Although only a few iPads were available for the study, the issues and results are considered from the perspective of tablet technology in general. Furthermore, the lessons learned here might provide additional insights into the broader implementation of mobile devices in language learning environments.

THE ENGLISH LANGUAGE INSTITUTE

The English Language Institute (ELI) was founded in 1989 with 4 full-time members. Since that time it has grown to its current complement of 70 lecturers comprising 60 teachers and 10 learning advisors who have been recruited from around the world. Teachers develop and teach a variety of English proficiency courses, while Learning Advisors provide a range of services through the Self-Access Learning Centre (SALC) [http://www.kandagaigo.ac.jp/kuis/salc/] to promote and encourage learners to become more responsible for their own learning. The ELI is located in a custom-designed, state-of-the-art building which features the award-winning SALC, the Media Education Centre, the ELI Lounge, and Blended Learning Spaces – flexible classrooms in which multi-media can be used to help facilitate instruction.

Members of the ELI are involved in the following types of activity:

Teaching

Teachers are responsible for teaching English proficiency courses, mainly to first and second year students. A small number of English as a Second Foreign Language classes for other language majors are also taught.

Advising

Advising in language learning involves the practices and processes of developing language learner autonomy. Learning advisors (LAs) work with students on personally relevant aspects of their language learning. Advising can occur in one-to-one meetings with learners, in written form via self-directed learning modules, or in classes or workshops specially designed to develop an awareness of the language learning process.

Research

Teachers and learning advisors are assigned to one of the ongoing institutional research projects housed within the ELI. These are collaborative research projects led by a coordinator(s) and typically consist of 7-8 people. These projects are, for the most part, concerned with the systematic development and trialling of instructional materials to be used within and/or outside of the classroom, and research into practices surrounding the use of these materials. We also have projects related to: assessment, self-access and CALL.

Extra-curricular Student Activities

ELI members work with students in a variety of social, cultural, and sporting clubs on campus. The ELI is a gathering point for students who want to engage in informal English discussion. Some students come for help and advice on both academic and other topics.

QUALIFICATIONS & EXPERIENCE

A. An M. A. Degree (or internationally recognized equivalent) in the area of teaching English as a second / foreign language or some closely related field.

B. Experience in teaching English, particularly at post-secondary level, would be an advantage.

C. A strong interest in working with Japanese students in both formal and extra-curricular settings is essential, together with an interest in Japanese language and culture.

D. An interest and/or some experience with advising language learners would be an advantage, but ongoing training will be provided.

E. An interest in the fields of advising, learner autonomy, self-access, and outside class support for language learners is essential.

JOB DESCRIPTION

Members of the ELI are expected to be at the university for five working days per week during academic terms, normally from 9.00 am to 5.00 pm or 10.30 am to 6.30 pm.

All learning advisors are involved in the following:

1) Working with learners on self-directed learning modules and/or in elective learner development classes. LAs meet students one-to-one, run workshops and provide weekly written feedback on students’ work during two fifteen-week terms per year

2) Maintaining a good understanding of the resources and facilities in the SALC. LAs assist in selecting and developing new self-access resources, promoting the resources and helping students to use materials and facilities appropriately

3) Participating in the ongoing curriculum and materials development related to SALC modules and courses

4) Working at the Learning Help Desk in the SALC in order to be available to advise learners on a drop-in basis for 3-4 hours per week

5) Providing initial and ongoing orientations of SALC services and materials to students

6) Participating as a member of a research team in one of the institute’s research projects

7) Participating in the ELI Professional Development Programme

8) Attending scheduled weekly meetings and activities of the ELI and other special meetings which may be called from time to time

9) Attending special ceremonies and events conducted by the university including entrance exams and ceremonies, for example: the Entrance Ceremony, the Graduation Ceremony and the Open Campus Day in July

10) Participating in functions organized by the ELI including the Freshman Welcome Party and the administrations of the Kanda Assessment Project (KAP)

11) Cooperating with the Public Relations section of the university in the promotion of the university to high schools students and other interested parties.

EMOLUMENTS

1. Gross annual amount including bonuses (before tax): Years 1 & 2: ¥ 5,000,000

2. The salary is payable in monthly amounts

3. There are two bonus payments: September and March

Other

1. Private research allowance: ¥ 100,000

2. Transportation: ¥ 100,000 to defray expenses of taking up appointment for overseas appointees

3. Commuting Allowance: Applicable costs of daily travel between residence and University

4. Contract Completion Payment

APPLICATION PROCESS

Please send an email with:

• the subject heading “Learning Advisor Position”
• a covering letter
• a completed application form downloadable from http://kandaeli.com/2012/12/12/advisor2013/learning_advisor_application_form/

Complete the application form and send it (PDF preferred) together with a covering letter by email to:

eli-search@kanda.kuis.ac.jp

For best consideration, please apply by January 7th, 2013.

All applicants will receive an acknowledgement message by email, but only shortlisted candidates will be contacted further.

FURTHER INFORMATION

For further information on advising and self-access language learning at Kanda University, please visit the following websites:

• In 2011, the ELI hosted an IATEFL conference on “Advising for Language Learner Autonomy”. Many of the files and recordings are available on the conference website.
• Kanda University publishes an international peer-reviewed journal on self-access. Studies in Self-Access Learning Journal is freely available online.
• The SALC website provides information for visitors
• The elisalc.org website provides information for students.
• Many KUIS learning advisors have published their work in books and journals. Some recent publications can be found on the publications page.

Morrison, B. R., & Navarro, D. (2012). Shifting roles: From language teachers to learning advisors. System 40(3), 349-359.

Abstract

Although learning advisors are often qualified teachers, the skills they apply, such as those discussed by Kelly (1996), require a significant shift in approach regarding interaction with students. As teachers reorient themselves to advising, their role changes quite markedly from teaching language to advising on learning (Mozzon-McPherson, 2001). This challenging move requires professional development training to support and ease the shift in professional roles (Hafner and Young, 2007). As part of the professional development for advisors at Kanda University of International Studies (KUIS) in Japan, advisors undertake a series of ‘observations’ where they record and reflect on advising sessions. An analysis of these reflections was undertaken with a view to identifying common themes which provide important insights and practical implications for teachers considering advising and those involved in professional development for educators. The findings of the study show that the skills most commonly referred to are goal-setting, guiding, questioning and attending. A further skill of negotiation of meaning was also observed as being important in successful advising sessions. A greater understanding of these skills can inform language teachers who take on learning advisor roles.

http://www.sciencedirect.com/science/article/pii/S0346251X1200067X

Keywords

• Learner autonomy;
• Self-directed learning;
• Advising;
• Counselling;
• Professional development;
• Reflective practice

Title: Autonomous approaches to literature and film in the light of new literacies, technologies and culture(s)

Date: Wednesday 10^th October, 2012

Time: 5pm

Room: Presentation Room (Building 6)

Abstract

This talk will deal with the multifaceted role that literature can play in the foreign language classroom at all levels. We will analyse various literary works that present a multi-cultural society and that allow an opening towards the global world, and a new diversity and pluralism in English-speaking countries. There will be both general and more specific discussions of the role of literature in inter-and transcultural learning as well as various (autonomous) approaches to dealing with literature.

About the presenter

Christian Ludwig is a lecturer in the field of Applied Linguistics and EFL Methodology at the University of Duisburg-Essen, Germany. He holds a teaching qualification for Spanish, English and German and is currently pursuing a further teaching qualification for higher education. His research interests include language learner autonomy, literature in inter- and transcultural learning and language acquisition by using graphic fiction. He is an active member of the IATEFL Learner Autonomy SIG and the German Association of Applied Linguistics.

Thornton, K. and Mynard, J. (2012). Investigating the Focus of Advisor Comments in a Written Advising Dialogue. in C. Ludwig and J. Mynard (Eds.) Autonomy in language learning: Advising in action. Canterbury, Kent: IATEFL. pp. 137 – 153.

Abstract

“Advising in language learning involves the process and practice of helping students to direct their own paths so as to become more effective and more autonomous language learners” (Carson and Mynard, 2012, p. 4). Promoting reflection on the language learning process is an indispensible part of this process. The study described in this paper, focusing on written advising, examines advisors’ written responses to learners’ work within self-directed learning modules. It aims to establish what advisors choose to focus on and how they attempt to raise awareness of the language learning process with learners. We argue that written advising is not an inferior form of advising, as may be assumed from its relative absence from the field, but is a valuable way of helping students to focus on the metacognitive, cognitive and affective aspects of their learning processes, especially in an L2 context.

Rowland, L. (2012). The pedagogical benefits of a linguistic landscape project in Japan. International Journal of Bilingual Education and Bilingualism, 1-12.

doi: 10.1080/13670050.2012.708319

This article examines the claims made by various scholars regarding the use of the linguistic landscape as a pedagogical resource within multilingual educational contexts. As an area of increasing interest in sociolinguistic research and with an established pedagogical history in L1 literacy classrooms, the study of publicly displayed texts, such as advertisements and road signs, is now beginning to find favour in L2 classrooms, particularly in English as a Second Language (ESL) contexts. As a point of difference, the current study describes the implementation of an English as a Foreign Language (EFL) classroom project which required students to collect and analyse photographs of English used on signs in Japan. The students’ analyses of their local linguistic landscape are discussed with reference to the claims made in the relevant literature about the benefits of having language learners engage with texts displayed in public. Overall, the study supports the idea that pedagogical linguistic landscape projects can be valuable to EFL students in a variety of ways, particularly in the development of students’ symbolic competence and literacy skills in a multiliteracies sense.