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

2 10 2012

The ELI will be hosting a guest lecture by Christian Ludwig of University of Duisburg-Essen, Germany. Don’t miss it!

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

Date: Wednesday 10th 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.

 

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Categories : Events

Published: Investigating the Focus of Advisor Comments in a Written Advising Dialogue

26 09 2012

Eli lecturer Katherine Thornton and SALC Director Dr. Jo Mynard have published the following article:

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.


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Categories : Publications, Research

Published: The pedagogical benefits of a linguistic landscape project in Japan

19 09 2012

ELI lecturer Luke Rowland recently published the following journal article:

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.


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Categories : Publications, Research

Published: Learning lessons: Implementing the Autonomy Approach

17 07 2012

ELI Lecturer Brian Morrison published the following article:

Morrison, B.R. (2012). Learning lessons: Implementing the Autonomy Approach. IATEFL 2011Conference Selections, pp. 73-75. Canterbury: IATEFL.

Abstract

Japanese education policy ensures that upon graduating from high school, 18-year-olds will have studied English for six years. If they have done well, they will have learned the vocabulary and grammar taught to them in class and this knowledge will have been applied successfully in gap-fill tests. Students who have gained high grades have thrived within this system. Kanda University, which specializes in languages, receives new undergraduates every year who have been successful in this way. However, the English-only policy in this institute’s English language classes, assessment of skills rather than of traditional grammar and vocabulary tests, and the greater independence expected of students can create a challenge for those who find the strategies that worked so well at high school are no longer fit for purpose. In recognition of this, the university promotes out-of-class learning with a purpose-built self-access centre, discussion areas, a writing centre, a practice centre and full-time learning advisors offering self-access learner-training courses and consultations. In 2010-11 a new elective taught course was piloted in an attempt to support students to become more effective language learners.


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Categories : Publications

Published: From student-centred teaching to learner-led learning

17 07 2012

ELI Lecturer Brian Morrison published the following:

Morrison, B.R. (2012). From student-centred teaching to learner-led learning. Independence IATEFL Learner Autonomy SIG Newsletter 54, 10-12.

Abstract

Perceptible changes in approaches to teaching and learning may be due to experience, the range of professional and academic qualifications, and changes in professional environment. One career pedagogue shares how his approach has changed by considering relevant moments in his career in order to disseminate his narrative with the community that informed him. This ethnographic account provided additional opportunities to reflect on what have been pivotal moments in his professional development.


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Categories : Publications

Spring semester 2012 brings new faces, changes to the ELI

11 07 2012

18 new lecturers joined the ELI at Kanda University of International studies. This cohort is comprised of 17 teachers and one learning advisor. Lecturers arrived from the following countries: Australia, Canada, Japan, Russia, the United States, and the United Kingdom. The lecturers have brought a wealth of educational experience with them. For example, Caroline Hutchinson, of Cardiff, Wales, has taught in Yamaguchi prefecture high schools on the JET Programme, in Budapest, Hungary as a business English teacher, and at RMIT University in Hanoi, Vietnam. Caroline also added, “I used to be a salaryman.”

New members are shaping the future of the ELI with their research interests. James Atcheson, from Forth Worth, Texas, said, “Critical theory is interesting because it provides teachers with a framework to establish a strong link between what’s happening in the classroom and what’s going on in the society outside the classroom, the so-called “real world.”

The management team has changed as well. Dr. Paul Lyddon joined the ELI as the assistant director of curriculum. Dr. Michael Torpey retired and Assistant Director Phil Murphy has been promoted to the Director of the ELI.

2012 marks Phil’s 15th year here. Dr. Murphy explained his top goal as, “to help create the optimal environment for students to develop as language learners and lecturers to grow professionally whether it be teaching, advising, and/or researching.”

The first semester is nearly done. Shawn Hupka, from Windsor, Ontaria comments, “So far, Kanda’s been great. It’s exciting to share ideas and work with so many instructors from all over the world,” said Shawn cheerfully.

Shawn Hupka and Caroline Hutchinson, new ELI lecturers.


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Categories : General News

Published: Working with textbooks: reconceptualising student and teacher roles in the classroom

3 07 2012

ELI lecturers Luke Rowland and Keith Barrs published the following article in the Innovation in Language Learning and Teaching journal:

Rowland, L., & Barrs, K. (2012). Working with textbooks: reconceptualising student and teacher roles in the classroom. Innovation in Language Learning and Teaching [Online version]

Student reactions to different methods of in-class textbook use have received little attention in the literature on English language teaching. This article explores the responses of 57 Japanese university students to the replacement of teacher-led textbook lessons with small group, role- based textbook work in regular English reading classes. Insights into the challenges and opportunities presented by small group, role-based work were gained through a qualitative analysis of the students’ written lesson reflections. The findings reveal that although the students tended to view the new approach favourably, there were underlying issues related to responsibility, pressure and collaboration that emerged from the students’ lesson reflections. Conclusions point to the context-dependent and individually realised nature of classroom enterprise. In this article, the authors also contend that insights into classroom activity are best gained through research methodologies that allow for inquiry into
teaching/learning environments without disturbing pedagogical endeavour.

 

 

 

 

 


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