{"id":1630,"date":"2021-05-24T10:16:07","date_gmt":"2021-05-24T01:16:07","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/?page_id=1630"},"modified":"2021-11-06T06:39:56","modified_gmt":"2021-11-05T21:39:56","slug":"6th-lab-session-friday-june-25th-2021","status":"publish","type":"page","link":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/lab-sessions\/LAb6","title":{"rendered":"25 June 2021 LAb"},"content":{"rendered":"<h2><strong><i>6th LAb session. Friday 25th June, 2021.\u00a0<\/i><i>La<\/i><i>ndmarks in SALC Contexts. Thinking Back, Moving Forward.<\/i><\/strong><\/h2>\n<p><a href=\"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/lab-sessions\/6th-lab-session-friday-june-25th-2021\/schedulelab6\/\">Schedule overview (with links to recordings)<\/a><\/p>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1vbCbgU9emuxVl_sZb32Rr0VKQ_2aC6-5\/edit#\" target=\"_blank\" rel=\"noopener\">Full schedule, abstracts and recordings<\/a><\/p>\n<p>Featured sessions:<\/p>\n<ul>\n<li>Presentation by Katherine Thornton<\/li>\n<li>Interview with Phil Benson about his new book &#8216;<em>Language Learning Environments: Spatial Perspectives on SLA<\/em>&#8216; (<a href=\"https:\/\/www.multilingual-matters.com\/page\/detail\/Language-Learning-Environments\/?k=9781788924894\" target=\"_blank\" rel=\"noopener\">Multilingual Matters<\/a>)<\/li>\n<li>Reflections and Q&amp;A with David Gardner and Lindsay Miller<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">The theme of this event and the upcoming issue of <\/span><i><span style=\"font-weight: 400;\">Relay Journal<\/span><\/i><span style=\"font-weight: 400;\"> was inspired by several anniversaries. <\/span><span style=\"font-weight: 400;\">Firstly, it is the 20<\/span><span style=\"font-weight: 400;\">th<\/span><span style=\"font-weight: 400;\"> anniversary of the Self-Access Learning Center (SALC) at Kanda University of International Studies, so this theme gives us the opportunity to look back at the field of self-access in general and reflect on the journey and the landmarks so far. This will naturally bring us to conversations about the future of self-access.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In addition to our own anniversary, we can also celebrate significant landmarks in the wider field. For example, <\/span><span style=\"font-weight: 400;\">Henri Holec\u2019s classic book \u2018Autonomy on foreign language learning\u2019 was published 40 years ago in 1981. David Little published his well-referenced book \u2018Learner autonomy 1: Definitions, issues and problems\u2019 30 years ago in 1991. In the same year, Anita Wenden also published her book &#8216;Learner strategies for learner autonomy.&#8217; Clearly 1991 was a significant year for learner autonomy as Benson published the first edition of his famous \u2018sheep book\u2019 or \u2018Teaching and researching autonomy in language learning\u2019 (this was updated and republished ten years after that in 2011). Turning more specifically to self-access, in 1999 David Gardner and Lindsay Miller published the milestone volume \u2018Establishing self-access,\u2019 and exactly thirty years ago, Susan Sheerin published a &#8216;state of the art&#8217; paper on self-access in <em>Language Learning.\u00a0<\/em><\/span><span style=\"font-weight: 400;\">The (initially) rather niche field of self-access was later incorporated into the broader and more mainstream concept of \u2018learning beyond the classroom\u2019 with the publication of \u2018Beyond the language classroom\u2019 edited by Phil Benson and Hayo Reinders in 2011. Also ten years ago, Kanda University published a special issue of SiSAL Journal on \u2018Self-access success stories\u2019 (Navarro &amp; Mynard, 2011). In this special issue there were four papers exploring different ways of examining self-access success and three \u2018stories.\u2019\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The LAb session also drew on some recent publications. For example, in 2020, a new edited book on learner autonomy by Manuel Jim<\/span><span style=\"font-weight: 400;\">\u00e9<\/span><span style=\"font-weight: 400;\">nez Raya and Fl\u00e1via Vieira was published which contains several relevant chapters which take stock of the field of learner autonomy including two chapters specifically on self access. Katherine Thornton\u2019s chapter explores the \u2018changing role of self-access\u2019 using a narrative approach to comment on the \u201cideological shifts and practical considerations\u201d (p. 157) which have motivated changes in the relationship between self-access and learner autonomy. Maria Giovanna Tassinari and Jos\u00e9 Javier Martos Ramos (2020) also note how the field of self-access has evolved thanks to trends in research from other disciplines. In their chapter, they explore changes in roles (of teachers, managers and learners), conceptualizations of \u2018places,\u2019 approaches to evaluation, and some ideas for future developments. Jo Mynard (2021) has tracked the phases of self-access through the decades from personalized learning in the 1970s to computer-assisted learning in the 2000s, to the current phase which incorporates a focus on emotions, basic psychological needs and wellbeing in language learning. Benson (2017) has suggested<\/span><span style=\"font-weight: 400;\">\u00a0that it is no longer useful to think in terms of language learning as only occurring either within or outside the classroom,<\/span><span style=\"font-weight: 400;\">\u00a0but we can take a more holistic and ecological perspective on learning. Garold Murray and Terry Lamb (2017) helped us understand the underlying conceptualizations of space and place in relation to autonomy in language learning in their edited volume.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Presenters at the 6th LAb session were asked to consider some of<\/span><span style=\"font-weight: 400;\">\u00a0the following questions:\u00a0<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">How was self-access in your context originally conceptualized? What changes has it experienced over time?\u00a0<\/span><\/li>\n<li>What are some key features of your SALC? How and why were these initiated? How do these work in practice?<\/li>\n<li>Through your practice, what have you noticed about the ways in which the field of self-access has developed or shifted?<\/li>\n<li>What are some ways you or your colleagues have conducted research in self-access which have illustrated some kind of development of the field?<\/li>\n<li>What effects do shifts have on language learning?<\/li>\n<li>What does the future hold for the field? What are your predictions for the next phase of self-access? What are some challenges and opportunities for the future of self-access?<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">We particularly encouraged <\/span><b>narratives<\/b><span style=\"font-weight: 400;\"> which illustrate particular eras or landmarks. Presentations took <\/span><span style=\"font-weight: 400;\">one of the following formats:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Short narratives or reflections on the field\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Descriptions of practice (e.g., advising, social support systems, resource development, staff development, self-directed learning support)\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Theoretical conceptualizations\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Interviews<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Reviews\u00a0<\/span><\/li>\n<\/ul>\n<p><b>References<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Benson, P. (2001). <\/span><i><span style=\"font-weight: 400;\">Teaching and researching autonomy in language learning<\/span><\/i><span style=\"font-weight: 400;\">. Longman<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Benson, P. (2011). <\/span><i><span style=\"font-weight: 400;\">Teaching and researching: Autonomy in language learning<\/span><\/i><span style=\"font-weight: 400;\">. Longman<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Benson, P. (2017). Language learning beyond the classroom: Access all areas. <\/span><i><span style=\"font-weight: 400;\">Studies in Self-Access Learning Journal, 8<\/span><\/i><span style=\"font-weight: 400;\">(2), 135-146. <\/span><a href=\"https:\/\/doi.org\/10.37237\/080206\"><span style=\"font-weight: 400;\">https:\/\/doi.org\/10.37237\/080206<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400;\">Benson, P., &amp; Reinders, H. (Eds.) (2011). <\/span><i><span style=\"font-weight: 400;\">Beyond the language classroom.<\/span><\/i><span style=\"font-weight: 400;\"> Palgrave Macmillan.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Gardner, D. &amp; Miller, L. (1999). <\/span><i><span style=\"font-weight: 400;\">Establishing self-access: From theory to practice.<\/span><\/i><span style=\"font-weight: 400;\"> Cambridge University Press.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Holec, H. (1981). <\/span><i><span style=\"font-weight: 400;\">Autonomy and foreign language learning. <\/span><\/i><span style=\"font-weight: 400;\">Pergamon.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Little, D. (1991). <\/span><i><span style=\"font-weight: 400;\">Learner autonomy 1: Definitions, issues and problems.<\/span><\/i><span style=\"font-weight: 400;\"> Authentik.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Murray, G., &amp; Lamb, T. (Eds.) (2017). <\/span><i><span style=\"font-weight: 400;\">Space, place and autonomy in language learning.<\/span><\/i><span style=\"font-weight: 400;\"> Routledge.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Mynard, J. (2021). <\/span><i><span style=\"font-weight: 400;\">Supporting learners outside the language classroom: Theory and practice. <\/span><\/i><span style=\"font-weight: 400;\">Presentation at the webinar for the Center for Education Research, Queen\u2019s University Belfast, April 20, 2021. <\/span><a href=\"https:\/\/tinyurl.com\/xt9ufabs\"><span style=\"font-weight: 400;\">https:\/\/tinyurl.com\/xt9ufabs<\/span><\/a><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Navarro, D., &amp; Mynard. J. (Eds.) (2011). Special issue on\u00a0self-access success stories. <\/span><i><span style=\"font-weight: 400;\">Studies in Self-Access Learning Journal, 2<\/span><\/i><span style=\"font-weight: 400;\">(1), 238-316. <\/span><a href=\"https:\/\/sisaljournal.org\/archives\/dec11\/\"><span style=\"font-weight: 400;\">https:\/\/sisaljournal.org\/archives\/dec11\/<\/span><\/a><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Sheerin, S. (1991). Self-access.\u00a0<\/span><em><span class=\"text\" data-v-1b245387=\"\">Language Teaching<\/span><\/em><span data-v-0157e155=\"\"><em>,\u00a0<\/em><span class=\"text\" data-v-1b245387=\"\"><em>24<\/em>(<\/span><\/span><span data-v-0157e155=\"\"><a class=\"app-link app-link__text app-link--underlined\" href=\"https:\/\/www.cambridge.org\/core\/journals\/language-teaching\/issue\/E1BC48B0A9A78AFDD68493B494D348B6\" data-v-1b245387=\"\" data-v-0157e155=\"\"><span class=\"text\" data-v-1b245387=\"\">3<\/span><\/a>)<\/span><span data-v-0157e155=\"\">,\u00a0<\/span><span data-v-0157e155=\"\">143 &#8211; 157. <a href=\"https:\/\/doi.org\/10.1017\/S0261444800006315\" target=\"_blank\" rel=\"noopener\">http:\/\/www.doi.org\/<\/a><\/span><span class=\"text\" data-v-1b245387=\"\">10.1017\/S0261444800006315<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Tassinari, M. G., &amp; Martos Ramos, J. J. (2020). Self-access language centres. In &amp; M. Jim\u00e9nez Raya &amp; F. Vieira (Eds.), <\/span><i><span style=\"font-weight: 400;\">Autonomy in language education: Theory research and practice.<\/span><\/i><span style=\"font-weight: 400;\"> (pp. 175-190). Routledge.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Thornton, K. (2020). The changing role of self-access in fostering learner autonomy. In &amp; M. Jim\u00e9nez Raya &amp; F. Vieira (Eds.), <\/span><i><span style=\"font-weight: 400;\">Autonomy in language education: Theory research and practice.<\/span><\/i><span style=\"font-weight: 400;\"> (pp. 157-174). Routledge.<\/span><\/p>\n<p>Wenden, A. (1991). <em>Learner strategies for learner autonomy. <\/em>Prentice Hall.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>6th LAb session. Friday 25th June, 2021.\u00a0Landmarks in SALC Contexts. Thinking Back, Moving Forward. Schedule overview (with links to recordings) &hellip; <a href=\"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/lab-sessions\/LAb6\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":3,"featured_media":0,"parent":29,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1630","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/pages\/1630","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\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/comments?post=1630"}],"version-history":[{"count":22,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/pages\/1630\/revisions"}],"predecessor-version":[{"id":1734,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/pages\/1630\/revisions\/1734"}],"up":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/pages\/29"}],"wp:attachment":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/media?parent=1630"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}