RILAE bulletin (Research Institute for Learner Autonomy Education)

Please see the website https://kuis.kandagaigo.ac.jp/rilae/ for more information.

Here are some highlights and upcoming activities:

Events and communities

1. Friday June 14th. Workshop by Tim Murphey
2. Friday June 25th. Time TBD. 20th Anniversary LAb session (online webinar), Theme: Landmarks in SALC Contexts – Thinking back, moving forward – Narratives of SALCs. Details and call for presentations to follow.
3. Wednesday July 7: Social testing. Workshop by Tim Murphey.

Publication opportunities

1. Call for chapters: Promoting Reflection on Language Learning. Edited book based on the KUIS context. Deadline for short abstract proposals June 1st. (Full chapter due December 15th)
2. Relay Journal (post-publication peer-review): Submissions due September 10th. https://kuis.kandagaigo.ac.jp/relayjournal/ 
3. SiSAL Journal (quarterly peer-review journal indexed in SCOPUS). Submissions accepted throughout the year.  https://sisaljournal.org/ 

SALC spring bulletin

1. SALC events and learning communities 

We would appreciate it if you could let your students know about relevant ones. Everyone is welcome! Some highlights:

Learning communities (run by students)

http://kuis8.com/community-events/). 

• Every Friday lunchtime: Study Buddies (Zoom)
• Every Friday lunchtime: Galactic Movie Community (Zoom)
• Every Tuesday lunchtime: SALC rainbow (Zoom)
• The last Friday of every month: afternoon tea party (4-5pm) (Zoom)

SALC workshops for students (by teachers and learning advisors)

Workshop by Tim Murphey. Friday 14 May, 2021

Student Personal Presentations

Friday 14 May (12.20 to 12.50, online)  

KUIS faculty, staff and graduate students are warmly invited to attend the upcoming workshop organised by the Research Institute for Learner Autonomy Education (RILAE).

Video recording | Slides and handouts

Abstract

I believe in Eisler’s (2019) ideas of partnerships in couples, families, education, business, and even government as opposed to domination in which a leader rules, often with little participation of others! So as teachers how might we be better partners with our students about the content of our classes. For most of us we are English teachers and for most of us the content is up to us as long as we can help students improve their English. Showing trust in students (Candlin & Crichton 2013) and inviting them to provide the content (in English) can greatly encourage more participation. One way to do this is to allow them to present and produce in classes with Powerpoint presentations on Zoom or in classes. I will be describing how they can do this by sharing their language learners’ histories, their near peer role models, their diversity models, assigned content articles from booklets, and favorite song presentations. When at least some of the content of classes can come from the students, then we are in a more respectful partnership.

TEAM-UP: Collaborative project development and action research community

What is Team Up?

Team Up has been set up to support research skills development and research projects. The aim is to offer a supportive environment in which each of us can carry out projects or action research in the area of learner autonomy and/or advising, perhaps those following on from your proposed project for course 5 (Teacher Leadership). This opportunity is open to all KUIS staff, MA TESOL students and graduates and current participants and graduates of the Certificate in Advising course.