Analysing L2 interaction in and beyond the classroom (online workshop) August 2, 13:45-14:30

Date: August 2 (sorry for the previous incorrect information)
Time: 13:45-14:30
Aimed at: Teachers / learning advisors
Presenter: Professor Hayo Reinders
Location: Online: https://www.gotomeet.me/rilae/analysing-l2-interaction-in-and-beyond-the-classroom-by-hayo-reinders

Details 

In the third workshop in the ‘analysing learner language’ series we will look at tools for analysing L2 interaction from our own classes/advising sessions and work out 1) a research aim and 2) the most appropriate tools for analysis. If you were unable to attend either or both of the previous workshops, don’t worry. You may want to read this introductory chapter. For all, please read this chapter.  You may bring some data of your own, or we will provide data during the session. If you would like to use your own, bring a transcription of 5-10 minutes of either classroom or advising (or self-access activity) interaction, either student-student or student-teacher.

Bonus: Publication and presentation opportunities

International Self-Access Forum, September 13

Date: Thursday September 13th
Time: Lunchtime (12.15 to 1.05)
Place: Room 8116
Open to: KUIS faculty, staff and students – all welcome!
Details
Join this informal discussion forum and consider current and future trends in self-access learning. The session will feature short inputs from two international guests who are well known in the field of learner autonomy and self-access. We will also touch on themes that emerge at the Independent Learning Association conference (Kobe, September 5-8, 2018) and discuss questions related to the role of self-access in the promotion of language learner autonomy. If you would like to meet with either of our visiting researchers during their visit, please send an email to salc@kanda.kuis.ac.jp indicating your availability.

Special guests

ludwig.2015Dr. Christian Ludwig (University of Education, Karlsruhe, Germany) is the Head of the English Department and Director of the Language Learning Centre. His teaching and research interests include enhancing learner autonomy in the EFL classroom as well as Computer-Assisted Language Learning. His main focus of research lies in the reconstruction of gender and other identities in contemporary young adult dystopias and South African literature. Since 2015 he has been the coordinator of the IATEFL Learner Autonomy Special Interest Group and external consultant for Cornelsen Publishing. He has been a visiting scholar at, among others, Universities in South Africa and Belgium.

Developing students’ writing skills and learner autonomy in a university writing clinic — First insights and future plans

This short input will report on the first results of a small-scale study investigating students’ perceptions of a our university writing clinic. The purpose of the writing clinic is to guide students of English (and other subjects in the future) through their academic writing and help them become more autonomous writers of academic texts. The first results of the pre- and main study show quite positive results and will serve as a basis for further research.

brighton2Dr. Maria Giovanna Tassinari is Director of the Centre for Independent Language Learning at the Language Centre of the Freie Universität Berlin, Germany. Her research interests are learner autonomy, language advising, and affect in language learning. She is co-editor of several books and author of articles and chapters in German, English and French.

SALCs in Higher Education (in the age of digital communication): Opportunities and challenges

Fostering language learning autonomy in higher education requires a balance between giving students the possibility to take advantage of free spaces for decision-making, and meeting institutional constraints. Although several SALCs provide a variety of resources, such as tandem programmes, learning support, workshops and language advising, the link between SALC / informal learning and institutional learning still needs to be improved. In order to strengthen this link, learner and teacher development is needed to support the shift from a still teacher-centred and formal conception of language learning and teaching to an integrated vision of language learning inside and outside the institution. In this contribution, I will illustrate how these questions are discussed at my institution and as part of the agenda of a network of SALCs in Higher Education in Germany.

Wrapping up the semester

Summer opening hours

The SALC will be closed this summer from August 4 – August 19 (inclusive). Please check the website for opening hours http://kuis8.com/info/#info-open.

KUIS 8 Annual Survey

Every year we administer a survey giving students the opportunity to give feedback on our services and facilities and to stay in touch with our students’ needs. The link will be posted on CampusWeb and also emailed to teachers. Please could you encourage your students to take the survey.

Modules and courses

Around 300 students completed a SALC module or course (for credit) this semester. This work develops students’ abilities to learn how to learn and to self-regulate. Please congratulate your students on completing one of these courses. There is another chance to take a module or course next semester. Also, there are some resources on this website for students who would like to keep doing self-directed work over the long summer break: https://thesalc.weebly.com/