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
Part 1: 12.15 – 1.05 (feel free to bring your lunch)
Part 2: 1.05 – 2.00 (extended discussion)
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.
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。