Course 2

Advising in Language Learning 2: Going Deeper 

Next course: 2021 

This course is only open to participants who have successfully completed Course 1

  1. Course description, objectives, structure and schedule (scroll down)
  2. Communication tools and protocol
  3. Eligibility, fees, and application procedure
  4. Equipment, textbooks and assessment

Instructors

Satoko Kato (Ph.D)

Jo Mynard (Ed.D)

Hayo Reinders (Ph.D)

Teaching Assistants

Gamze Guven Yalcin

Curtis Edlin

Curtis Edlin

Hatice Karaaslan (Ph.D)

Stephanie Lea Howard

 

Course description

This is the second course in the online Advising Certificate Program offered by RILAE which consists of five courses. In Course 1 (Getting Started), we covered the origins of learner autonomy and introduced the definitions of advising in language learning (ALL) and its theoretical underpinnings. The participants learned the concept of transformational advising (Kato & Mynard, 2016) where an advisor supports a learner in going beyond improving language proficiency in order to make a fundamental change in the nature of learning. The instructors introduced 12 basic advising strategies and 6 techniques to promote reflective dialogue with hands-on online activities. 

The second course ‘Going Deeper’ is designed for people who have completed Course 1.  In Course 2, we focus on supporting learners to broaden their perspectives by guiding learners to reflect deeply. In other words, the previous course ‘Getting Started’ was about building trust and rapport with learners to create the foundations for Going Deeper. In Course 2, more attention will be placed on structuring the intentional reflective dialogue (IRD) in order to guide learners into a deeper level of awareness, and at the same time, guiding advisors to develop further as professional advisors.. Thus, advisors need to place more attention on noticing the verbal and nonverbal messages that the learners and they themselves convey.

Course objectives

At the end of course 2, students should be able to:

  • use the basic advising strategies with more understanding, and learn advanced advising strategies to use when conducting advising sessions with learners. 
  • understand the effects of continuous advising by learning how to establish a long-term relationship with learners. 
  • learn about how to deal with learners’ emotions to find the root causes by further understanding what intentional reflective dialogue is. 
  • understand the influence of positive feedback on learners.
  • analyze advising recordings by applying research methods based on a particular purpose. 

Course structure

  • This course consists of three hours of online live / real-time lectures per week (for three weeks) and some recorded lectures. 
  • Students are asked to watch Video 1, Introduction to the course (recorded lecture), before attending the first online class and read some introductory texts.
  • The online live lectures are designed to be interactive and intentionally facilitate different kinds of interactions.
  • Students are expected to view recorded lectures and read some materials each week as part of the course requirements.
  • Students are also required to participate in online text discussions via the online forum in order to discuss ideas related to the issues raised in the class and in the recorded/written materials. 
  • Practice and reflection activities will also form part of the weekly assignments an

Schedule

(sample only, the actual course content is likely vary slightly)

Before starting

Pre-course tasks

  • Bring a (partial or full) transcript of a recorded advising session with you to the first class (it can be the final assignment from Course 1 or another session).
  • Be ready to share the transcript with some classmates. We will be analysing it together.
  • Be ready to reflect on the session with classmates.

Videos 

  • Video 1 (Introduction to the course) (15 minutes)
  • Video 2. Kie Yamamoto. Advisor positionality

Readings 

  • Reading 1: Reflective Dialogue: Advising in Language Learning (Kato & Mynard, 2016). Chapter 2, Part II, Going Deeper (pp. 106-155)
  • Reading 2: Example reflection on an advising session (will be provided)

Week 1

Live lesson: 3 hours (weekend)

  • Introduction / review of strategies and techniques 
  • Advanced advising strategies to broaden learners’ perspectives
  • Analysing and reflecting on a recorded session

Readings and videos 

  • Reading 3. Yamamoto et al. (201):
    • Yamamoto, K. (2019). Behind the scenes of an advising session: Weaving together learning advisors’ voices. [ LINK]
    • Advisor as an Empowerer by Curtis Edlin and Amelia Yarwood [FULL TEXT]
    • Advisor as a Significant Other by Yuri Imamura and Scott Shelton-Strong [FULL TEXT]
    • Shifting Roles in Continuous Advising Sessions by Huw Davies, Robert Stevenson and Isra Wongsarnpigoon [FULL TEXT]
  • Example reflections on advising sessions in the Reflective Practice column of Relay Journal [LINK] (optional)
  • Videos TBC

Post-class tasks (2 hours)

  • Online discussion related to this week’s content
  • Use advising strategies and tools to broaden perspectives in daily life and write a reflection on Edmodo

Week 2

 Intentional reflective dialogue (IRD)

Live lesson: 3 hours (weekend)

  • Learn about how IRD is used in advising and advisor education.          
  • Learn to guide students engaged in continuous advising 
  • Research tools and methods (helps with the final assignment)

Readings 

  • Reading 4: Reflective Dialogue: Advising in Language Learning (Kato & Mynard, 2016). Chapter 2, Part 2 Training and Development (pp. 203-225) 
  •  Reading 5: Kato (2012). Professional development for learning advisors: Facilitating the intentional reflective dialogue. LINK
  • Reading 6: Watkins, S. (2015). Enhanced awareness and its translation into action: A case study of one learner’s self-directed language learning experience. Language Learning in Higher Education, 6(2), 441-446. doi:10.1515/cercles-2015-0021
  • Boyd & Fales (1983). Reflective learning: Key to learning from experience. (optional)
  • Bradley et al. (2016). Generating visions, generating knowledge – ALMS counsellors write! On advising and counselling in language learning. University of Helsinki, Language Centre [LINK] (Optional)

Videos 

  • Doing case study research
  • An example of a case study

Tasks (2 hours)

  • Online discussion related to this week’s content

Week 3

Dealing with emotions and giving positive feedback

Live lesson: 3 hours (weekend)

  • What is affect?
  • Learn how to deal with students’ emotions in advising sessions
  • Learn more about how to conduct research in advising by looking at previous studies  
  • Learn about positive feedback and how it influences the dynamics of the session

Reading 

  • Reading 7 : Yamashita, H. (2015). Affect and the development of learner autonomy through advising. Studies in Self-Access Learning Journal, 6(1), 62-85. [LINK]
  • Reading 8: Saldaña, J. (2015). The coding manual for qualitative researchers. Sage.

Videos 

  • Eduardo Castro – Emotions in advising in language learning 
  • Hisako Yamashita: Affect as an “essential resource”. 
  • Hayo Reinders: research ethics

Tasks (2 hours)

  • Online discussion related to this week’s content

Week 4

Work on final assignment (self-paced)

  • Record and analyse an advising session. Write a reflective paper based on your analysis. Make an action plan for your future development. You will receive feedback from one of the instructors. 

Summary of content

  • Pre-course materials: 2 hours
  • Live lectures: 9 hours
  • Reading: 4 hours
  • Recorded video viewing: 3 hours
  • Tasks: 6 hours
  • Final assignment: 3 hours

Total time: 27 hours 

References

Bradley et al. (2016). Generating visions, generating knowledge – ALMS counsellors write! On advising and counselling in language learning. University of Helsinki, Language Centre

Clemente, M. (2003). Learning cultures and counselling. In D. Palfreyman & R. C. Smith. Learner autonomy across cultures. Palgrave.

Gardner, D., & Miller, L. (1999). Establishing self access: From theory to practice. Cambridge, UK: Cambridge University Press.

Karlsson, Leena, Felicity Kjisik & Joan Nordlund. 2007. Language counseling: A critical and integral component in promoting an autonomous community of learning . System 35(1). 46–65.

Kato, S. (2012). Professional development for learning advisors: Facilitating the intentional reflective dialogue. Studies in Self-Access Learning Journal, 3(1), 74-92.

Kelly, R. (1996). Language counselling for learner autonomy: The skilled helper in self-access language learning. In R. Pemberton, E. S. L. Li, W. W. F. Or, & H. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 93-113). Hong Kong: Hong Kong University Press.

Ma, Rui & Rebecca Oxford. 2014. A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated advanced ESL learner . System 43. 101–113.

McCarthy, T. (2010) Breaking down the dialogue: Building a framework of advising discourse. Studies in Linguistics and Language Teaching, 21, 39-79.

McCarthy, T. (2012). Advising-in-action: Exploring the inner dialogue of the learning advisor. In J, Mynard & L.Carson (Eds.). Advising in language learning: Dialogue, tools and context (pp. 105-126). Harlow, UK: Longman.

Morrison, B. (2013). Learning behaviors: Subtle barriers in L2 learning. In John Schwieter (ed.), Studies and global perspectives of second language teaching and learning, 69–89. Charlotte: Information Age Publishing.

Morrison, B. R., & Navarro, D. (2012). Shifting roles: From language teachers to learning advisors. System, 40, 349-359. 

Mozzon-McPherson, M. (2003). Language learning advising and advisers: Establishing the profile of an emerging profession. Proceedings of the ninth meeting of self-learning centers. Bellaterra, Spain

Mynard, J. (2012). A suggested model for advising in language learning. In J. Mynard & L Carson (Eds). Advising in language learning: Dialogue, tools and context (pp. 26-40). Harlow, UK: Longman.

Mynard, J. (2012). Written advising strategies in self-directed learning modules and the effect on learning. Studies in Linguistics and Language Teaching, 23, 125-150.

Mynard, J. (2017). The role of advising in developing an awareness of learning processes: Three case studies. Studies in Linguistics and Language Teaching, 28, 123-161.

Mynard, J., & McLoughlin, D. (2014). Affective factors in self-directed learning. Working Papers in Language Education and Research, 2(1), 27-41. Retrieved from 

Mynard, J., & Thornton, K. (2012). The degree of directiveness in written advising: A preliminary investigation. Studies in Self-Access Learning Journal, 3(1), 41-58.

Navarro, Diego & Katherine Thornton. 2011. Investigating the relationship between belief and action in self-directed language learning . System 39(3). 290–301.

Oxford, R. L., Lavine, R., Hollaway, M. Felkins, G., & Saleh, AS. (1996). Telling their stories: Language learners use diaries and recollective studies. In Rebecca Oxford (ed.), Language learning strategies around the world: Cross-cultural perspectives, 19–34. Manoa: University of Hawaii Press.

Rogers, C. (1951). Client-centred therapy. Boston, MA: Houghton Mifflin.

Thornton, K., & Mynard, J. (2019). Investigating the focus of advisor comments in a written advising dialogue. In C. Ludwig & J. Mynard (Eds.). Autonomy in language learning: Advising in action (pp. 138-156). Hong Kong: Candlin & Mynard.

Watkins, S. (2015). Enhanced awareness and its translation into action: A case study of one learner’s self-directed language learning experience. Language Learning in Higher Education, 6(2), 441-446. doi:10.1515/cercles-2015-0021

Yamaguchi, A., Hasegawa, Y., Kato, S., Lammons, E., McCarthy, T., Morrison, B. R., Mynard, J., Navarro, D., Takahashi, K., & Thornton, K. Creative tools that facilitate the advising process. In C. Ludwig & J. Mynard (Eds.). Autonomy in language learning: Advising in action (pp. 113-137). Hong Kong: Candlin & Mynard.

Yamashita, H. (2015). Affect and the development of learner autonomy through advising . Studies in Self-Access Learning Journal 6(1). 62–85. http://sisaljournal.org/archives/mar15/yamashita/ 

Yamashita, H., & Kato, S. (2012). The Wheel of Language Learning: A tool to facilitate learner awareness, reflection and action. In J. Mynard & L Carson (Eds). Advising in language learning: Dialogue, tools and context (pp. 164-169). Harlow, UK: Longman.