{"id":334,"date":"2018-02-06T11:12:06","date_gmt":"2018-02-06T02:12:06","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/?page_id=334"},"modified":"2023-11-16T13:28:46","modified_gmt":"2023-11-16T04:28:46","slug":"mynard_kato_yamamoto","status":"publish","type":"page","link":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan18\/mynard_kato_yamamoto\/","title":{"rendered":"Reflective Practice in Advising: Introduction to the Column"},"content":{"rendered":"

Jo Mynard, Satoko Kato and Kie Yamamoto<\/strong><\/p>\n

Mynard, J., Kato, S., & Yamamoto, K. (2018). Reflective practice in advising: Introduction to the column. Relay<\/em> Journal, 1<\/em>(<\/em>1), 55-64.\u00a0https:\/\/doi.org\/10.37237\/relay\/010105<\/p>\n

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*This page reflects the original version of this document. Please see PDF for most recent and updated version.<\/span><\/p>\n

The purpose of the regular \u2018Reflective Practice in Advising\u2019 column in <\/span>Relay Journal <\/span><\/i>is to highlight the importance of reflective practice in the professional development of learning advisors. Taking a narrative inquiry approach, the column includes case studies where advisors engage in voluntary self-reflective professional development, and analyse and reflect on their advising sessions and their developing practice. In this introduction, the authors briefly review the literature in the field of advising and provide an overview of how this column aims to contribute to the growing body of work. Examples of reflective practice in our field will be disseminated with the intention of providing researcher-practitioners with examples of advisor development in action and opportunities to contribute to our understanding of advising processes.<\/span><\/p>\n

What is Advising in Language Learning (ALL)?<\/b><\/p>\n

Advising in language learning (ALL) is intentionally-structured dialogue designed to promote learner autonomy. The dialogue aims to engage a learner in reflective processes leading to a deeper sense of understanding and control of language learning (Carson & Mynard, 2012; Kato & Mynard, 2015). Advising is normally a one-to-one dialogue, but differs significantly from a regular conversation as the dialogue goes beyond simply providing learning tips to learners. The dialogue in advising is intentionally structured to support learners\u2019 transformation to make a fundamental change in their learning, and in such reflective dialogue, learners often experience an \u2018aha\u2019 moment as their existing beliefs are often challenged (Kato & Mynard, 2015). Esch (1996) notes that advising is a \u201csystem of interventions which aims at supporting students\u2019 methodology of language learning by means of \u2018conversations\u2019, i.e., by using language in the framework of social interaction to help students reflect on their learning experience, identify inconsistencies and steer their own path\u201d (Esch, 1996, p. 42).\u00a0Taking a sociocultural view of learning, the role of dialogue (i.e. advising) is key for promoting reflection, resulting in shifts in thinking. An effective advisor draws upon a \u201cskilled use of <\/span>language that extends and enhances the learner\u2019s thinking processes and helps him\/her to gradually develop his\/her way to self-manage learning\u201d (Mozzon-McPherson, 2012, p. 46). <\/span><\/p>\n

The concept of reflection is central to research and practice in the field of advising. One way to explore reflection in advising is to draw upon the work of Dewey (1933) and Sch\u00f6n (1987). Dewey defines reflection to be \u201cactive, persistent, and careful consideration\u201d of beliefs or knowledge (Dewey, 1933, p. 118). Sch\u00f6n (1987) established the concepts of reflection-in-action (i.e. the here and now) and reflection-on-action (i.e. looking back at what you have done) and these concepts can be applied to advising practices; learners can be assisted in viewing their learning from different perspectives in order to develop a greater awareness of their learning process and progress.<\/span><\/p>\n

Previous Research in Advising<\/b><\/p>\n

There is a growing body of research in ALL which examines the field in different ways. <\/span>Candlin (2012) emphasises that advising \u201crequires us to analyse the linguistic, discursive, pragmatic and social psychological features of such a process among persons in defined sites of engagement\u201d (p. 13), and it is the intention that this column will become a regular feature of <\/span>Relay Journal<\/span><\/i> in order for us to develop a deeper understanding of such processes. For convenience, we can explore ALL research within the framework \/ research trajectory proposed by Kato and Mynard (2015, pp. 274-275). The research trajectory for ALL encompasses four segments for research related to advising:<\/span><\/p>\n