{"id":134,"date":"2018-01-11T16:31:38","date_gmt":"2018-01-11T07:31:38","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/?page_id=134"},"modified":"2022-04-13T22:33:41","modified_gmt":"2022-04-13T13:33:41","slug":"dialogue","status":"publish","type":"page","link":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/research\/dialogue\/","title":{"rendered":"Reflective Dialogue \/ Advising"},"content":{"rendered":"

Reflective dialogue refers to the discourse and practices that promote deep reflection on learning which facilitates the development of learner autonomy. This research cluster incorporates advising, teaching, and mentoring and could include a research focus on face-to-face dialogue, written \/ text \/ multimodal exchanges, and tools that facilitate the co-construction of thinking. We are particularly interested in investigating the impact of reflective dialogue on the promotion of autonomous learning. If you are interested in joining one of our current projects, or proposing a related project, please get in touch.<\/p>\n

Publications related to reflective dialogue<\/h2>\n

Bennett, P. A., & Yarwood, A. (2021). A case for scaffolding reflection. The PanSIG Journal 2020, 55-62. <\/span>https:\/\/pansig.org\/publications\/2020\/2020_PanSIG_Journal.pdf<\/span><\/a><\/p>\n

Carson, L. (2012). Developing a deeper understanding of learning processing during unguided complex learning tasks: Implications for language advising. Studies in Self-Access Learning Journal,<\/em> 3(1), 6-23. Retrieved from http:\/\/sisaljournal.org\/archives\/march12\/carson\/<\/a><\/p>\n

Carson, L., &. Mynard, J. (2012). Introduction. In J. Mynard & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context<\/em> (pp. 3-25). Pearson Education.<\/p>\n

Davies, H., Stevenson, R., & Wongsarnpigoon, I. (2019). Shifting roles in continuous advising sessions. <\/span>Relay Journal, 2<\/span><\/i>(1), 69-72. https:\/\/doi.org\/10.37237\/relay\/020110<\/a><\/span><\/p>\n

Edlin, C., & Yarwood, A. (2019). Advisor as an empowerer. <\/span>Relay Journal, 2<\/span><\/i>(1), 63-65. https:\/\/doi.org\/10.37237\/relay\/020108<\/a><\/span><\/p>\n

Imamura, Y., & Shelton-Strong, S. (2019). Advisor as a significant other. <\/span>Relay Journal, 2<\/span><\/i>(1), 66-68. https:\/\/doi.org\/10.37237\/relay\/020109<\/a>\u00a0<\/span><\/p>\n

Kato, S. (2012). Professional development for learning advisors: Facilitating the intentional reflective dialogue. Studies in Self-Access Learning Journal,<\/em> 3(1), 74-92. retrieved from http:\/\/sisaljournal.org\/archives\/march12\/kato\/<\/a><\/p>\n

Kato, S. (2017). Effects of drawing and sharing a \u2018picture of life\u2019 in the first session of a mentoring program for experienced learning advisors. Studies in Self-Access Learning Journal,<\/em> 8(3), 274-290. Retrieved from https:\/\/sisaljournal.org\/archives\/sep2017\/kato\/<\/a><\/p>\n

Kato, S. (2020).<\/span>\u3000<\/span>\u5b66\u7fd2\u30a2\u30c9\u30d0\u30a4\u30b8\u30f3\u30b0\u306b\u304a\u3051\u308b\u5b66\u7fd2\u8005\u30aa\u30fc\u30c8\u30ce\u30df\u30fc\u306e\u80b2\u6210\uff1a \u8133\u30e1\u30ab\u30cb\u30ba\u30e0\u3078\u306e\u5f71\u97ff\u306b\u95a2\u3059\u308b\u4e00\u8003\u5bdf.<\/span>Promoting learner autonomy through advising in language learning: Effects on the brain system, <\/span>The Journal of Graduate School of Language Sciences<\/span><\/i>, Kanda University of International Studies, 26, 1-12. LINK<\/a><\/span><\/p>\n

Kato, S. (2022). Establishing high-quality relationships through a mentoring programme: Relationships motivation theory.<\/span> In J. Mynard & S. J. Shelton-Strong (Eds.), <\/span>Autonomy support beyond the language learning classroom: A self-determination theory perspective<\/span><\/i>. Routledge.<\/span><\/p>\n

Kato, S., & Mynard, J. (2015). Reflective dialogue: Advising in language learning.<\/em> New York, NY: Routledge<\/a>.<\/p>\n

Kato, S., & Mynard, J. (2022).\u30ea\u30d5\u30ec\u30af\u30c6\u30a3\u30d6\u30fb\u30c0\u30a4\u30a2\u30ed\u30fc\u30b0 \u5b66\u7fd2\u8005\u30aa\u30fc\u30c8\u30ce\u30df\u30fc\u3092\u80b2\u3080\u8a00\u8a9e\u5b66\u7fd2\u30a2\u30c9\u30d0\u30a4\u30b8\u30f3\u30b0 [Fostering autonomy through advising in language learning.] <\/em>Osaka University Press.<\/a><\/p>\n

Kato, S., & Sugawara H. (2009). Action-oriented Language Learning Advising: A new approach to promote independent language learning. The Journal of Kanda University of International Studies,<\/em> 21, 455 \u2013 476. LINK<\/a><\/p>\n

Lammons, E. (2012). Silence is at the heart. Independence,<\/em> 54, 29-32.<\/p>\n

Ludwig, C., & Mynard, J. (Eds.) (2012). Autonomy in language learning: Advising in action.<\/em> Canterbury, UK: IATEFL. (contents page here<\/a>)<\/p>\n

Mynard, J. (2010). Promoting cognitive and metacognitive awareness through self-study modules: An investigation into advisor comments. In W. M. Chan, S. Chi, K. N. Chin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker (Eds.), Proceedings of the Fourth Centre for Language Studies International Conference<\/em> (pp. 610-627). Singapore: National University of Singapore. Retrieved from https:\/\/www.academia.edu\/356931\/PROMOTING_COGNITIVE_AND_METACOGNITIVE_AWARENESS_THROUGH_SELF-STUDY_MODULES_AN_INVESTIGATION_INTO_ADVISOR_COMMENTS<\/a>
\n\u200b
\nMynard, J. (2012). An analysis of written advice on self-directed learning modules and the effect on learning. Studies in Linguistics and Language Teaching,<\/em> 23, 125-150.<\/p>\n

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<\/em> (pp. 26-41). Pearson.<\/p>\n

Mynard, J. (2014). Advising for language learner autonomy: The what, the why and the how. JACET Tohoku Newsletter,<\/em> 40, 2-3. Retrieved from https:\/\/www.academia.edu\/6467498\/Advising_for_Language_Learner_Autonomy_The_What_the_Why_and_the_How<\/a><\/p>\n

Mynard, J. (2017). The role of advising in developing an awareness of learning processes: Three case studies. Studies in Linguistics and Language Teaching, 28<\/em>, 123-161. LINK<\/a><\/p>\n

Mynard, J. (2018). \u201cStill sounds quite a lot to me, but try it and see\u201d. Reflecting on my non-directive advising stance.\u00a0Relay<\/em>\u00a0Journal, 1<\/em>(1), 98-107. https:\/\/doi.org\/10.37237\/relay\/010109<\/a><\/p>\n

Mynard, J. (2019). Advising and self-access learning: Promoting language learner autonomy beyond the classroom. In H. Reinders, S. Ryan, & S. Nakamura (Eds.) <\/span>Innovations in language learning and teaching: The case of Japan<\/span><\/i> (pp. 185-220). Cham, Switzerland: Palgrave Macmillan. <\/span>LINK<\/span><\/a><\/p>\n

Mynard, J. (2020). Advising for language learner autonomy: Theory, practice, and future directions. In M. Jim\u00e9nez Raya & F. Vieira (Eds.), <\/span>Autonomy in language education:\u00a0 Theory, research and practice <\/span><\/i>(pp. 46-62). Routledge. <\/span>https:\/\/doi.org\/10.4324\/9780429261336<\/span><\/a><\/p>\n

Mynard, J. (2020).\u00a0 Advising, metacognition, and motivation in language learning: A neuroscientific perspective. 64-45. Pp\u3011<\/span>\u7814\u7a76\u8ad6\u6587\uff09<\/span>\u30102020\uff08<\/span>\u7b2c26\u53f7\u3000\u8a00\u8a9e\u79d1\u5b66\u7814\u7a76\u3000\u795e\u7530\u5916\u8a9e\u5927\u5b66\u5927\u5b66\u9662\u7d00\u8981<\/span> [Language Science Research, KUIS Graduate School Bulletin, 26, 45-64.] <\/span>Available here<\/span><\/a><\/p>\n

Mynard, J. (2021). Presentation summary: The shifting role of advising in self-access: How can we support the basic psychological needs of our students? <\/span>AILA RenLA Newsletter<\/span><\/i>, December 2021,\u00a0 7.<\/span><\/p>\n

Mynard, J., & Carson, L. (Eds.) (2012). Advising in language learning: Dialogue, tools and context.<\/em>\u00a0 Longman.<\/p>\n

Mynard, J., Kato, S., & Yamamoto, K. (2018). Reflective practice in advising: Introduction to the column.\u00a0Relay<\/em>\u00a0Journal, 1<\/em>(<\/em>1), 55-64. https:\/\/doi.org\/10.37237\/relay\/020107<\/a><\/p>\n

Mynard, J., & Kato, S. (2022). Enhancing language learning beyond the classroom through advising. In H. Reinders, C. Lai, & P. Sundqvist (Eds.), The Routledge handbook of language learning and teaching beyond the classroom<\/em> (pp. 244-270). Routledge.<\/span><\/p>\n

Shelton-Strong, S. J. (2020). Advising in language learning and the support of learners\u2019 basic psychological needs: A self-determination theory perspective. <\/span>Language Teaching Research,<\/span><\/i> 1-23. <\/span>https:\/\/doi.org\/10.1177\/1362168820912355<\/span><\/a> \/ <\/span>https:\/\/oasis-database.org\/concern\/summaries\/cj82k7459?locale=en<\/span><\/a><\/p>\n

Shelton-Strong, S. J. (2022). Conclusion: Where to go from here?<\/span> In J. Mynard & S. J. Shelton-Strong (Eds.), <\/span>Autonomy support beyond the language learning classroom: A self-determination theory perspective.<\/span><\/i> Routledge.<\/span><\/p>\n

Shelton-Strong, S. J., & Tassinari, M. J.\u00a0 (2022). Facilitating an autonomy-supportive learning climate: Advising in language learning and basic psychological needs. In J. Mynard & S. J. Shelton-Strong (Eds.), <\/span>Autonomy support beyond the language learning classroom: A self-determination theory perspective.<\/span><\/i> Routledge.<\/span><\/p>\n

Thornton, K. (2012). Target language or L1: Advisors’ perceptions on the role of language in a learning advisory session. In J. Mynard & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context.<\/em>\u00a0 Pearson Education.<\/p>\n

Thornton, K., & Mynard, J. (2012). Investigating the focus of advisor comments in a written advising dialogue. In C. Ludwig and J. Mynard (Eds.), Autonomy in language learning: Advising in action<\/em> (pp. 137-153).\u00a0 IATEFL.<\/p>\n

Tweed, A. D. (2019). What learning advisors bring to speaking practice centers. <\/span>Relay Journal, 2<\/span><\/i>(1), 182-189. https:\/\/doi.org\/10.37237\/relay\/020122<\/a>\u00a0<\/span><\/p>\n

Valdivia, S., McLoughlin, D., & Mynard, J. (2012). The portfolio: A practical tool for advising learners in a self-access centre in Mexico. In J. Mynard & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context<\/em> (pp. 205-210). Pearson Education.<\/p>\n

Yamaguchi, A., Hasegawa, Y., Kato, S., Lammons, E., McCarthy, T., Morrison, B. R., Mynard, J., Navarro, D., Takahashi, K., & Thornton, K. (2012). Creative Tools that Facilitate the Advising Process. In C. Ludwig and J. Mynard (Eds.) Autonomy in language learning: Advising in action<\/em> (pp. 115-136). Canterbury, UK: IATEFL. retrieved from https:\/\/www.academia.edu\/2861751\/Creative_tools_that_facilitate_the_advising_process<\/a><\/p>\n

Yamamoto, K. (2017). Imagined community, imagined self: Identity construction in language socialization outside the classroom. Studies in Linguistics and Language Teaching, 28<\/em>, 215-240.<\/p>\n

Yamamoto, K. (2018). The journey of \u2018becoming\u2019 a learning advisor: A reflection on my first-year experience.\u00a0Relay<\/em>\u00a0Journal, 1<\/em>(<\/em>1), 108-112. https:\/\/doi.org\/10.37237\/relay\/010110<\/a><\/p>\n

Yamamoto, K. (2019). Behind the scenes of an advising session: Weaving together learning advisors\u2019 voices. <\/span>Relay Journal, 2<\/span><\/i>(1), 60-62. <\/span>https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/yamamoto_k\/<\/span><\/a><\/p>\n

Yamamoto, K., & Imamura, K. (2020). <\/span>\u5bfe\u8a71\u306e\u4e2d\u3067\u6210\u9577\u3059\u308b\u5b66\u7fd2\u8005\u30aa\u30fc\u30c8\u30ce\u30df\u30fc<\/b>: <\/span>\u30bb\u30eb\u30d5\u30a2\u30af\u30bb\u30b9\u30bb\u30f3\u30bf\u30fc\u306b\u304a\u3051\u308b\u793e\u4f1a\u7684\u5b66\u7fd2\u6a5f\u4f1a\u306e\u8003\u5bdf<\/b> Developing Learner Autonomy through Dialogue: Considering Social Learning Opportunities in Self-Access Centers. In<\/span> C. <\/span>Ludwig, M. G. Tassinari & J. Mynard (Eds), <\/span>Navigating foreign language learner autonomy<\/span><\/i>. Hong Kong: Candlin & Mynard.<\/span><\/p>\n

Yamashita, H., & Mynard, J. (2015). Dialogue and advising in self-access learning: Introduction to the special issue. Studies in Self-Access Learning Journal,<\/em> 6(1), 1-12. Retrieved from http:\/\/sisaljournal.org\/archives\/mar15\/editorial\/<\/a><\/p>\n

Yarwood, A., Asaizumi, M., & Kawauchi, M. (2021). Introduction to advising for university students: Providing the tools to Self-Advise and prompt reflection in others. <\/span>Relay Journal, 4<\/span><\/i>(2), 78-98. https:\/\/doi.org\/10.37237\/relay\/040204<\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

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