A learning advisor’s notes

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In order to share details of what a learning advisor does, SALC learning Advisor Kie Yamamoto is kindly documenting her reflections and these will be posted periodically on this blog.  (PDF version)

 

ラーニングアドバイザーの声 No. 1

山本 貴恵

SALCラーニングアドバイザー

2017年6月

新年度が始まりあっと言う間に3ヶ月が経ちました。8号館は日々多くの学生が行き来し、活気に溢れています。我々ラーニングアドバイザーも、以前より遥かに大きくなったSALCでどのように自立学習の中心となるコミュニティを確立するか、またどのように学生個々に適した語学学習活動の一部にしていくか、日々試行錯誤を繰り返しながらサポートを行なっています。

今回このレポートを書かせて頂こうと思い立った理由は2つあります。1つ目は普段なかなかSALCに足を運ぶ機会がない教職員の皆様に、我々ラーニングアドバイザーがどのような取り組みを行なっているのか、ラーニングアドバイザーの「声」をお届けしたいという思いがあります。そして2つ目に、アドバイジングで耳にした学生の「声」も皆様と共有し、今後大学全体としてどのように学生をサポートできるかを考える上で、少しでもお役に立てるきっかけになればと考えています。

まず始めに私たちラーニングアドバイザーの日々の取り組みについて。通常学生がラーニングアドバイザーと話をする場合、SALCのHPから自分の希望するラーニングアドバイザーに直接予約を入れることができます。4月、5月の予約の半数以上は、学習やこれから始まる大学生活に不安を抱く1年生によるものです。私の場合、日本人のラーニングアドバイザーということもあり、私がどのようにスピーキング力を伸ばしたのかや私の留学体験についての質問や学習への不安感やモチベーションといった感情に関わるとてもセンシティブな相談も多くあります。

アドバイジングは予約上は30分となっていますが、それ以上掛かることも少なくありません。英語を使って自分の悩みを他人に伝えることは決して容易なことではないこと、そして学生が私たちに相談することを選んでくれたということを大切に受け止めて時間を掛けて話を聞きます。アドバイザーというタイトルから、良いアドバイスをすることが仕事と思われがちですが、学生の真の悩みはどこにあるのかを探り当てるには、聞く力が不可欠です。

上記のように相談をしたいと思ってアドバイジングに来る学生もいますが、それ以外にSALCの中での何気ない学生とのやり取りからアドバイジングに発展することの方が実際のところ多いのかもしれません。例えば、学生の行動に目を向けながらSALC内を歩いていると、何となく不安そうだったり、困っているような素振りを見せている学生に気付きます。そんな時に一言、”Do you need any help?”と声を掛けることで会話が始まり、(もちろん”No thank you”と返答されることも多いですが)最初は「TOEICの教材がどこにあるか知りたい」というシンプルな質問から「自分はいつも文法に自信がなく、やる気がおきない」といったより学生の真の悩みに沿ったアドバイジングにつながることもあります。最初は、学生に煙たがられないかと心配したこともありましたが、このアイコンタクトと声掛けを行うことで様々な「声」を拾えるようになりました。一見すると世間話のようなことでも、学生のニーズを聞き出すとても貴重なチャンスです。このように自然発生的なアドバイジングも日々多くあり、
空き時間を見つけてSALC内を巡回することもアドバイザーとして重要な役割の一つと考えています。学生からの予約をただ待つだけでなく、背中を押してあげるきっかけを作ることも私たちに与えられた使命と考えています。

今回はラーニングアドバイザーが普段どのように学生と対話のきっかけを作っているかというマクロな視点からお話をしましたが、次回はアドバイジングの内容に焦点を当てて共有できればと思っています。こんなことが知りたい、こういうケースはどうしているのか、など質問要望がございましたらお知らせ頂けると励みになります。よろしくお願いします。

SiSAL Journal 8(2) published

coverpageJune2017Special Issue: Papers from the 7th Independent Learning Association Conference in Wuhan, China, 4-7 November 2016 

Edited by Kerstin Dofs and Moira Hobbs

Featuring papers by Kerstin Dofs and Moira Hobbs, Sara Cotterall, Garold Murray, Phil Benson, David Gardner, Maria Giovanna Tassinari, and Jo Mynard and Rob Stevenson.

Guest lecture by Professor Naoko Aoki, July 18, 2017

Naoko 2015b

The SALC is delighted to welcome Professor Naoko Aoki from Osaka University to KUIS on July 18th and we invite everyone to attend her guest lecture. It should be of interest to anyone keen to learn more about advising, language learning histories, and narratives. Participants are welcome to stay for both parts of the session. The first part will be a presentation and the second part will provide opportunities for sharing experiences and ideas.

Date: Tuesday July 18th
Time:
   Part 1: 12.15 – 1.05 (feel free to bring your lunch)
   Part 2: 1.05 – 2.00 (extended discussion)
Location: 2-204

Scaffolding Students to Tell their Language Learning History in Language Advising

Naoko Aoki, Osaka University

Language advisors are not trained clinical psychologists to help their client to rewrite their past (Carson & Mynard, 2012). They are more like life coaches who focus on the present and the future course of action (Kato & Sugawara, 2009). Students, however, do bring baggage from their past experiences to the current site of language learning. It does help to know what it is in order to understand the students better and help them to forge a plan for their own learning that is acceptable and feels doable to them. This is where language learning history (LLH) comes in (Karlsson & Kjisik, 2009; Karlsson, 2013). But we encounter a possible problem here. Whereas language advising can be done in any language that both an advisor and an advisee are proficient in, such a language does not always exist in reality, and advising sessions are often carried out in an advisee’s target language. When an advisee does not have a sufficient narrative competence (Pavlenko, 2006; Sagrario Sarabberi, 2013) to tell their LLH, how can an advisor scaffold the telling? In this workshop, I shall briefly explain what narrative competence consists of, provide a framework to generate ideas for scaffolding the students to tell their own LLH, and invite participants to explore what might be possible in their own work context.

References

Carson, L. & Mynard, J. (2012). Introduction. In J. Mynard & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context (pp. 3-25). Harlow: Pearson Education.

Karlsson, L. (2013). Lost and found: Storytelling in language counseling. Chinese Journal of Applied Linguistics, 30(1), 107-124.

Karlsson, L. & Kjisik, F. (2009). Whose story is it anyway? Auto/biography in language learning encounters. In F. Kjisik, P. Voller, N. Aoki & Y. Nakata (Eds.), Mapping the terrain of learner autonomy (pp. 168-189). Tampere: Tampere University Press.

Kato, S. & Sugawara, H. (2009). Action-oriented language learning advising: A new approach to promote independent language learning.『神田外国語大学紀要』第21号, 455-475.

Pavlenko, A. (2006) Narrative competence in a second language. In H. Byrnes, H. Weger- Guntharp, & K. Sprang (Eds.), Educating for advanced foreign language capacities: Constructs, curriculum, instruction, assessment (pp. 105-117). Washington, DC: Georgetown University Press.

Sagrario Sarabberi, M. (2013). Narrative development in second language acquisition: written and oral. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Hoboken, NJ: Blackwell. DOI: 10.1002/9781405198431.wbeal0850

About Professor Aoki

Naoko Aoki is professor of Graduate School of Letters, Osaka University, where she teaches Japanese as a second language pedagogy. She started practicing and writing about learner autonomy in the early 1990’s and earned a PhD on that topic from Trinity College Dublin. She is a founding co-coordinator of JALT’s Learner Development SIG and was a co-convenor of AILA’s Learner Autonomy Research Network from 2011 to 2014. Her publications include Mapping the terrain of learner autonomy published by Tampere University Press in 2009, co-edited with Felicity Kjisik, Peter Voller and Yoshiyuki Nakata, “Defending stories and sharing one: Towards a narrative understanding of teacher autonomy” in Pemberton, R., Toogood, S. & Barfield, A. (Eds.), Autonomy and Language Learning: Maintaining Control published by Hong Kong University Press in 2009 and “A community of practice as a space for collaborative student teacher autonomy” in O’Rourke, B. & Carson, L. (Eds.), Language Learner Autonomy: Policy, Curriculum, Classroom (pp. 63-78), published by Peter Lang in 2010.

青木直子:大阪大学大学院文学研究科教授。第二言語としての日本語の教授法を教える。Trinity College Dublinで、PhDの学位を取得。1990年代の初め以来、学習者オートノミーの教育実践を行い、論文を発表してきた。全国語学教育学会(JALT)の学習者ディベロプメント研究部会の設立者の一人であり、2011年から2014年まで国際応用言語学会(AILA)学習者オートノミー研究ネットワークの世話人もつとめた。主な業績に、『日本語教育学を学ぶ人のために』(世界思想社, 2001年, 尾崎明人・土岐哲との共編著)、『学習者オートノミー:日本語教育と外国語教育の未来のために』(ひつじ書房, 2011年, 中田賀之との共編著)、「特集・学習者オートノミーの多様な実践」 『ことばと文字』第6号(日本のローマ字社, 2016年 編著)などがある。

Lectures by Prof. Hayo Reinders

We are delighted to have Professor Hayo Reinders on campus over the coming 2 weeks to support research and advise on areas related to self-access, learner autonomy and CALL. He will be giving two workshops that are open to everyone. Feel free to come along.

Date: Monday 12th June
Place: Room 4-303
Time: 12.15 – 1.05

Disseminating your work

Conducting research is of course only the first step on the research journey; disseminating your work is arguably the most important (and some would say, exciting) stage. But where? Conference proceedings, book chapters, trade magazines, journals, online or print, paid, free, open-access, teacher-focused or academically-focused? These are only some of the considerations. In this session you will learn to best match your motivations with the increasing range of publishing modes and models, learn how to best present your work, as well as find out some ‘secret’ tips and tricks of the trade.

Feel free to bring your lunch.

Lecture slides- getting published

Date: Thursday 15th June
Place: Room 2-101
Time: 12.15 – 1.05

Research in practice: investigating autonomy

In this workshop we will look at some of the many facets of autonomy, both as it manifests itself in the classroom, as well as in the self-access centre and beyond. We will look at some of the tools available to us to investigate learners’ development and will consider possible ways of carrying out action research that generates a collaborative research agenda specific to the context at KUIS.

Feel free to bring your lunch.

Dr. Hayo Reinders is Professor of Education and Head of Department at Unitec in Auckland, New Zealand and also the Director of the Anaheim University Doctor of EducatiHayoReindersColoron (Ed.D.) in TESOL Program. He holds a Ph.D. in Language Teaching and Learning from the University of Auckland. His previous positions include Head of Learner Development at Middlesex University in London, Director of the English Language Self Access Centre at the University of Auckland in New Zealand and associate professor at RELC in Singapore. He has worked with teachers from a large number of countries worldwide and has been visiting professor in Japan, Thailand, Mexico and the Netherlands. Dr. Reinders edits the journal ‘Innovation in Language Learning and Teaching’ as well as a book series on ‘New Language Learning and Teaching Environments’ for Palgrave Macmillan. He is Editor of Innovation in Language Learning and Teaching, and Convenor of the AILA Research Network for CALL and the Learner. Dr. Reinders’ interests are in technology in education, learner autonomy, and out-of-class learning, and he is a speaker on these subjects for the Royal Society of New Zealand. His most recent books are on teacher autonomy, teaching methodologies, and second language acquisition.

You can find out more about Hayo’s research and professional interests on his site: www.innovationinteaching.org

Teletandem exchanges with Mexico

We were delighted that Mtra. María de la Paz Adelia Peña Clavel was with us at KUIS last week. One of the things she did while she was here was to run a workshop for students called ‘Try Teletandem’. 20 KUIS students attended and spoke live to Mexican students via Skype. They used English, Spanish and Japanese in the conversations.

We will follow up with a 4 week language exchange between KUIS and the Autonomous University of Mexico (UNAM).

One KUIS class (Spanish department) also participate in a weekly exchange with partners from Mexico. 

What a great way to develop language skills and develop intercultural awareness!