Analysing learner language: Metaphor analysis

The Research Institute for Leaner Autonomy Education (RILAE) is delighted to welcome back Professor Hayo Reinders next week. He will be giving the following workshop which is open to everyone. In addition, he is available for consultations about research and study (schedule here).

Session date: Wednesday November 7th
Time: 12.20 to 13.00
Location: 8116 

Outline

In this session we will look at metaphors and their place in learners’ accounts of their language learning journeys. Metaphors are an integral part of how we express ourselves and a reflection of who we are – and how we see ourselves. By investigating learners’ voices through metaphors we can gain deep insight into the learning process and identify better ways to support our learners. In this session we will briefly talk about the history and rationale for metaphor analysis before looking at examples of not only learners’ but also teachers’ and researchers’ metaphors. In the second half we will try our hand at analysing a text for its metaphoric content. It is my belief that this type of ‘deep dive’ into our learners’ expressions of themselves is particularly helpful for understanding – and ultimately improving – reflective dialogues, such as those common in language advising sessions.

Preparation

There is no pre-reading but I will give you an article to take away and read afterwards. If you have not attended any of the three preceding ‘learner language’ sessions, I recommend that you read the materials for our first session, which gives an overview of types of learner language and ways of analysing them. You can find this on one Canvas site: (If you do not have access to this, drop me an email at info@innovationinteaching.org and I will add you right away).

About Hayo Reinders

HayoReindersColorDr Hayo Reinders (www.innovationinteaching.org) is Professor of Education at Unitec in New Zealand and TESOL Professor and Director of the doctoral programme at Anaheim University in the USA. Hayo has published in the areas of autonomy, technology, teacher education and out-of-class learning. He edits a book series for Palgrave Macmillan and is editor of the journal Innovation in Language Learning and Teaching.

LAb session: Call for presenters. November 8th

Rilae - The LAb Sessions - Google DocsYou are warmly invited to attend another online event organised by the Research Institute for Learner Autonomy Education (RILAE) on the theme of identity and learner autonomy. It is our third ‘LAb session’ following the success of the first two. You can listen live from any device. We will also record it so you can listen later. Our featured speakers are Alice Chik, Adelia Peña Clavel, Carol Griffiths, and Kie Yamamoto.

We welcome proposals from colleagues who would like to give a short presentation on the theme of identity and learner autonomy. Please see the website for details of how to submit. Contributions could include short research reports, examples of best practice, bright ideas, book reviews, and more. Continue reading

International forum on self-access

Many thanks to our guest speakers and everyone who attended the international forum on self-access learning on Thursday 13th September. The event was the first event of the semester organised by the Research Institute for Learner Autonomy Education (RILAE).

Guests: Giovanna Tassinari (Freie Universität Berlin, Germany), Christian Ludwig (University of Education, Karlsruhe, Germany), and Katherine Thornton (English Cafe–E-CO–at Otemon University, Osaka / Japan Association for Self-Access learning)

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.

MA TESOL forum for students: Thursday June 28

Thursday June 28, 12.15 – 1pm
Room 8101

This forum is for any KUIS student who might be interested in becoming a language teacher, learning advisor, or language researcher in the future. Teachers and staff are also very welcome to join the discussion.

There will be a short presentation from each of our guest presenters followed by an opportunity to ask questions and extend the discussion. Feel free to bring your lunch to this forum.

Presenters: Continue reading

Online event: Monday 4th June. Affect and learner autonomy

Rilae - The LAb Sessions - Google Docs
You are warmly invited to attend another online event or “LAb session” organised by the Research Institute for Learner Autonomy Education (RILAE) on June 4th on the theme of affect and autonomy. You can attend live from any device, but we will also record it so you can listen later.
See the website for presentation abstracts and more details.  https://kuis.kandagaigo.ac.jp/rilae/lab-sessions/4-june-lab/ 
Date: June 4th, 2018
Time: 3.30 pm – 5.30pm (Tokyo time) streamed live and recorded
Theme: Affect and learner autonomy
Location: https://global.gotomeeting.com/join/659181925 / Access code 659-181-925
Moderators: Hayo Reinders, Unitec, New Zealand; Jo Mynard, KUIS; Satoko Kato, KUIS, Scott Shelton-Strong, KUIS
Organiser: The Research Institute for Learner Autonomy Education (RILAE), Kanda University of International Studies, Japan. https://kuis.kandagaigo.ac.jp/rilae/
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Programme
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3.30 Welcome / about RILAE / this LAb session (Hayo / Jo / Satoko)
3.35 Christina Gkonou – Featured workshop: Managing emotions for learner autonomy (introduction by Jo)
3.50 Kevin Knight (pre-recorded) – Bright idea: Motivating SALC learning advisors with inspirational leadership and business consulting models (Introduction by Jo)
3.55 Hisako Yamashita –  Featured presentation: Affect as an “essential resource” in the development of learner autonomy (Introduction by Satoko)
4.10 Sina Takada – Research report: Affect in a study group (peer group) (introduction by Scott)
4.15 Neil Curry and Kate Maher – Innovative practice: CBT-based classroom activities for language anxiety (introduction by Jo)
4.25 Diana Feick – Research report: Emotions and group autonomy (intro by Hayo)
4.35 Dominic Edsall – Research report: A pilot project on teacher negotiation of learner autonomy (introduction by Jo)
4.45 Satoko Kato – Innovative practice: Enhancing professional well-being of teachers and advisors through reflective dialogue  (introduction by Hayo)
4.50 Maria de la Paz Adelia Peña Clavel – Book review: Emotions in Second Language Teaching by Juan De Dios Martinez Agudo (Ed.) (introduction by Hayo)
4.55 Tim Murphey – Featured presentation: The emotional impact of adding social testing components to regular tests and quizzes (introduction by Scott)
5.15 Eduardo Castro – Featured presentation: Emotions in advising in language learning (introduction by Satoko)
5.30 Wrap up / thanks (Hayo / Jo / Satoko)