{"id":118,"date":"2018-01-11T16:26:50","date_gmt":"2018-01-11T07:26:50","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/?page_id=118"},"modified":"2019-04-27T07:56:31","modified_gmt":"2019-04-26T22:56:31","slug":"about","status":"publish","type":"page","link":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/home\/about\/","title":{"rendered":"About RILAE"},"content":{"rendered":"<h2 class=\"wsite-content-title\"><span style=\"color: #a82e2e;\">What is RILAE?<\/span><\/h2>\n<div class=\"paragraph\">\n<p>The Research Institute for Learner Autonomy Education (RILAE) was established in April 2017 as part of the Self-Access Learning Center (SALC) at Kanda University of International Studies (KUIS), by Jo Mynard, Satoko Kato and Hayo Reinders. Its aim is to promote research, professional development, and best practice in developing lifelong autonomous learning.<\/p>\n<p><strong><span style=\"color: #a82e2e; font-size: large;\">Vision<\/span><\/strong><br \/>\nRILAE will become a global hub for learner autonomy-related research and professional development activities for the Kanda group and beyond. RILAE will coordinate research related to self-access language learning, language advising, and the promotion of language learner autonomy. In addition, it will provide education in those areas, specialising in initial advisor training programmes, ongoing professional development, advising workshops, peer advisor training, and advisor trainer training programmes. In order to create this hub, RILAE will organise regular advising-related events and networking opportunities for advisors (in Japan and internationally), and also publish research reports and practical activities for educators. The services will be targeted at both Kanda group employees and professionals elsewhere.<\/p>\n<p><strong><span style=\"color: #a82e2e; font-size: large;\">Research<\/span><\/strong><br \/>\nRILAE currently coordinates research within the SALC at KUIS with the aim of ensuring that learners&#8217; needs are being met. RILAE will further develop its research agenda to focus on the wider world including collaborating with other institutions in order to increase our research impact and contribution to the field.<\/p>\n<p><strong><span style=\"color: #a82e2e; font-size: large;\">Education<\/span><\/strong><br \/>\nThe Kanda Group already offers training and support for learning advisors both internally and to professionals elsewhere, but as the demands for training increases from other institutions, we will increase our education services both in Japan and overseas.<\/p>\n<p><strong><span style=\"color: #a82e2e; font-size: large;\">Practice<\/span><\/strong><br \/>\nThe SALC is a working example of effective self-access in action. It is also a testing ground for new research, education, and innovative approaches to promoting autonomous language learning. RILAE aims to support professionals as they develop an awareness of learner autonomy in practice.<\/p>\n<\/div>\n<div>\n<p style=\"text-align: center;\"><span style=\"color: #000000;\"><strong><span style=\"font-size: large;\">Research Mission<\/span><\/strong><\/span><\/p>\n<p>To create an international hub for research related to language learner autonomy. This includes:<\/p>\n<ul>\n<li>Self-access<\/li>\n<li>Longitudinal studies<\/li>\n<li>Collaborative research with international partners<\/li>\n<li>Publications, including a dedicated research journal<\/li>\n<li>Events<\/li>\n<li>Developing research skills<\/li>\n<\/ul>\n<\/div>\n<p><a href=\"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/?page_id=23\">Read More<\/a><\/p>\n<p style=\"text-align: center;\"><span style=\"color: #000000;\"><strong><span style=\"font-size: large;\">Education Mission<\/span><\/strong><\/span><\/p>\n<p>To promote learner autonomy through advising and advisor training within and outside the Kanda Group. This includes:<\/p>\n<ul>\n<li>Professional development workshops for colleagues in the Kanda Group and other professionals<\/li>\n<li>Certificate programs in advising at all levels<\/li>\n<li>Mentoring programs for learning advisors<\/li>\n<li>Courses and training for students<\/li>\n<\/ul>\n<p><a href=\"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/?page_id=26\">Read More<\/a><\/p>\n<p style=\"text-align: center;\"><span style=\"color: #000000;\"><strong><span style=\"font-size: large;\">Practice<\/span><\/strong><\/span><\/p>\n<p>Lifelong learner autonomy is fostered both inside and outside the classroom and RILAE supports educators to develop skills and create learning spaces optimal to the promotion of autonomy. RILAE supports education in:<\/p>\n<ul>\n<li>Considering appropriate communities, spaces, and resources for learning<\/li>\n<li>Maximising opportunities for learner interdependence and interaction<\/li>\n<li>\u200bDeveloping autonomy in\u00a0learners<\/li>\n<\/ul>\n<p><a href=\"http:\/\/www.kandagaigo.ac.jp\/kuis\/salc\/\">Read More<\/a><\/p>\n<hr \/>\n<div><span style=\"color: #000000;\"><strong><span style=\"font-size: large;\">International Research Collaborators<\/span><\/strong><\/span><\/div>\n<div><\/div>\n<div>School of Languages, Linguistics and Translation, Universidad Nacional Aut\u00f3noma de M\u00e9xico,\u00a0<strong>Mexico<\/strong><br \/>\n\u200bSchool of Foreign Languages, Y\u0131ld\u0131r\u0131m Beyaz\u0131t \u00dcniversitesi,\u00a0<strong>Turkey<\/strong><br \/>\nSchool of Liberal Arts,\u00a0King Mongkut&#8217;s University of Technology Thonburi,\u00a0<strong>Thailand<\/strong><br \/>\nSchool of Histories, Languages and Cultures, University of Hull,\u00a0<strong>UK<\/strong><br \/>\nLanguage Center, Freie Universit\u00e4t Berlin,\u00a0<strong>Germany<\/strong><br \/>\nHawai&#8217;i Pacific University,\u00a0<strong>USA<\/strong><br \/>\nParis \u00cele-de-France Digital University,\u00a0<strong>France<\/strong><br \/>\nUnitec Institute of Technology,\u00a0<strong>New Zealand<\/strong><br \/>\nAnaheim University,\u00a0<strong>USA<br \/>\n<\/strong>University of Queensland,\u00a0<strong>Australia<br \/>\n<\/strong><span style=\"color: #2a2a2a;\">KTH Royal Institute of Technology,\u00a0<strong>Sweden<\/strong><\/span><\/div>\n<div>Canadian Centre for Studies and Research on Bilingualism\u00a0and Language Planning (CCERBAL), University of Ottawa, <strong>Canada<\/strong><\/div>\n<div><\/div>\n<p>Contact us: <a href=\"mailto:rilae@kuis.ac.jp\">rilae@kuis.ac.jp\u00a0<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>What is RILAE? The Research Institute for Learner Autonomy Education (RILAE) was established in April 2017 as part of the &hellip; <a href=\"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/home\/about\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":37,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-118","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/pages\/118","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/comments?post=118"}],"version-history":[{"count":15,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/pages\/118\/revisions"}],"predecessor-version":[{"id":778,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/pages\/118\/revisions\/778"}],"up":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/pages\/37"}],"wp:attachment":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/media?parent=118"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}