- \n
- Course description, objectives, structure and schedule (scroll down)<\/li>\n\n\n\n
- Course book (password protected)<\/a><\/li>\n\n\n\n
- Communication tools and protocol<\/a><\/li>\n\n\n\n
- Eligibility, fees, and application procedure<\/a><\/li>\n\n\n\n
- Equipment, textbooks and assessment<\/a><\/li>\n<\/ol>\n\n\n\n
Instructors<\/b><\/h2>\n\n\n\n
\n ![\"\"](\"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-content\/uploads\/2024\/04\/Jo-copy-804x1024.jpg\")
Jo Mynard<\/figcaption><\/figure>\n\n\n\n ![\"\"](\"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-content\/uploads\/2022\/04\/Bio-pic_-Satoko2.jpg\")
Satoko Kato<\/figcaption><\/figure>\n\n\n\n ![\"\"](\"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-content\/uploads\/2020\/08\/vola_face.jpg\")
Vola Ambinintsoa<\/figcaption><\/figure>\n\n\n\n ![\"\"](\"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-content\/uploads\/2025\/04\/emily.jpeg\")
Emily Marzin<\/figcaption><\/figure>\n<\/figure>\n\n\n\n - \n
- Jo Mynard, EdD, University of Exeter, UK. https:\/\/researchmap.jp\/10111973\/<\/a><\/li>\n\n\n\n
- Satoko Kato, PhD, Hiroshima University, Japan. https:\/\/researchmap.jp\/satoko_kato?lang=en<\/a> <\/li>\n\n\n\n
- Dominique Vola Ambinintsoa, PhD, Victoria University of Wellington, New Zealand. https:\/\/researchmap.jp\/Dominique<\/a><\/li>\n\n\n\n
- Emily Marzin, EdD, Open University, UK. https:\/\/researchmap.jp\/198504<\/a><\/li>\n\n\n\n
- Hayo Reinders, PhD, University of Auckland, New Zealand. https:\/\/innovationinteaching.org\/<\/a><\/li>\n<\/ul>\n\n\n\n
\n\n\n\n\n![\"Hayo](\"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-content\/uploads\/2025\/04\/Hayo_Reinders-1-236x300.jpg\")
<\/figure>\nHayo Reinders, Research Advisor (Course Co-Founder)<\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n
Course description<\/b><\/h2>\n\n\n\n
Advising in Language Learning (ALL) is a growing field in language education that focuses on supporting language learners to become more autonomous in their learning (Benson, 2011; Mozzon-McPherson & Vismans, 2001; Mynard & Carson, 2012). ALL focuses on supporting learners through one-on-one reflective dialogue which is intentionally structured to raise learners\u2019 cognitive and metacognitive awareness in their learning. The approaches applied in ALL incorporate strategies and knowledge from various fields such as humanistic counseling, cognitive behavior therapy, life coaching, mentoring, teaching, and reflective practice. The approach to advising introduced in this course draws on humanistic counseling (Rogers, 1951), and many of the introduced techniques are derived from the field of life coaching (Whitworth, Kimsey-House, & Sandahl, 2007).<\/span><\/p>\n\n\n\n
This is the first in a series of five online courses being offered by RILAE in cooperation with Kanda University Graduate School<\/a> and begins with the origins of learner autonomy and introduces the definitions of ALL and its theoretical underpinnings. The instructors introduce 12 basic advising strategies and 6 tips to promote reflective dialogue with hands-on online activities. In particular, the course focuses on 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 course consists of practical activities where participants will learn how to use the advising strategies in actual dialogues in educational settings and in daily lives. Participants may take this as a stand-alone course or as part of a series in order to earn a Certificate in Advising in Language Learning. They can also use the credits for the MA TESOL<\/a> program offered at the KUIS graduate school. There will be a maximum of 20 participants in the course.<\/span><\/p>\n\n\n\n
Course objectives<\/b><\/h2>\n\n\n\n
At the end of course 1, students should be able to:<\/span><\/p>\n\n\n\n
- \n
- define advising in language learning (ALL) and explain what advising is and how it is different from teaching.<\/span><\/li>\n\n\n\n
- use basic advising strategies and be able to conduct an advising session with learners. <\/span><\/li>\n\n\n\n
- discuss the roles of advisors in promoting learner autonomy.<\/span><\/li>\n\n\n\n
- identify ways to research learner autonomy through ALL.<\/span><\/li>\n<\/ul>\n\n\n\n
Course structure<\/b><\/h2>\n\n\n\n
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- This course consists of three hours of online live \/ real-time lectures per week (for the first three weeks) and some recorded lectures. <\/span><\/li>\n\n\n\n
- The live sessions will be held from 2-5pm (Japan standard time) on Sundays. They will also be recorded and made available to participants.<\/li>\n\n\n\n
- Students are asked to watch Video 1, <\/span>Introduction to the course<\/span><\/i> (recorded lecture), before attending the first online class and read some introductory texts.<\/span><\/li>\n\n\n\n
- The online live lectures are designed to be interactive and intentionally facilitate teacher-student and student-student interactions.<\/span><\/li>\n\n\n\n
- Students are expected to view recorded lectures and read some materials each week as part of the course requirements.<\/span><\/li>\n\n\n\n
- 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. <\/span><\/li>\n\n\n\n
- Practice and reflection activities will also form part of the weekly assignments<\/span><\/li>\n<\/ul>\n\n\n\n
Schedule<\/strong><\/h2>\n\n\n\n
(The actual content is likely to vary slightly)<\/em><\/p>\n\n\n\n
Before starting<\/b><\/span><\/h2>\n\n\n\n
Pre-course assignments <\/b>(1 hour)<\/span><\/p>\n\n\n\n
- \n
- Video 1 (Introduction to the course<\/a>) (13 minutes)<\/span><\/li>\n\n\n\n
- Reading 1: <\/span>Advising in Language Learning: Dialogue, Tools and Context<\/span><\/i> (Mynard & Carson, 2012), Introduction<\/em> (pp. 3-25)<\/span><\/li>\n\n\n\n
- Reading 2: <\/span>Reflective Dialogue: Advising in Language Learning<\/span><\/i> (Kato & Mynard, 2016), Introduction<\/em> (pp. xv-xxii)<\/span><\/li>\n\n\n\n
- Optional (but recommended)\n
- \n
- Video lecture: Introduction to learner autonomy<\/a> (16 minutes)<\/li>\n\n\n\n
- Video lecture: Introduction to reflective dialogue: Advising in language learning<\/a> (18 minutes) <\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n
Week 1<\/strong><\/h2>\n\n\n\n
Live lesson: 3 hours (weekend)<\/span><\/strong><\/p>\n\n\n\n
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- Introduction to Autonomy (40 minutes)<\/span><\/li>\n\n\n\n
- Theoretical underpinnings of Advising in Language Learning (ALL) (40 minutes)<\/span><\/li>\n\n\n\n
- Basic advising strategies (1-5) (60 minutes)<\/span>\n
- \n
- Repeating, restating, summarizing, empathizing, and complimenting<\/span><\/li>\n<\/ul>\n<\/li>\n\n\n\n
- 6 techniques to promote reflective dialogue (40 minutes)<\/span><\/li>\n<\/ul>\n\n\n\n
Readings<\/b> (2 hours)<\/span><\/p>\n\n\n\n
- \n
- Reading 3: <\/span>Advising in Language Learning: Dialogue, Tools and Context<\/span><\/i> (Mynard & Carson, 2012), <\/span>Chapter 2<\/em> (Advising mode, p. 26-40)<\/span><\/li>\n\n\n\n
- Reading 4: <\/span>Reflective Dialogue: Advising in Language Learning<\/span><\/i> (Kato & Mynard, 2016), <\/span>Chapter 1<\/em> (pp. 1-28) (From research to implications). And <\/span>Chapter 2<\/em> (pp. 68-105) (From implication to application, Advising in Practice, Part 1: Dialogue in advising)<\/span><\/li>\n<\/ul>\n\n\n\n
Pre-recorded videos <\/b>(1 hour including pauses for reflection and\/or activities)<\/span><\/p>\n\n\n\n
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- Video 2 (Transitioning from teaching to advising)<\/span><\/li>\n\n\n\n
- Video 3 <\/span>(What makes a successful language learner? Case studies) <\/span><\/li>\n<\/ul>\n\n\n\n
Tasks <\/b>(2 hours)<\/span><\/p>\n\n\n\n
- \n
- Language learning and teaching history<\/span><\/li>\n\n\n\n
- Online discussion related to this week’s content<\/span><\/li>\n<\/ul>\n\n\n\n
Week 2:<\/b><\/h2>\n\n\n\n
Live lesson: 3 hours (weekend)<\/span><\/strong><\/b><\/p>\n\n\n\n
- \n
- Levels of metacognitive awareness (20 minutes)<\/span><\/li>\n\n\n\n
- Five more basic advising strategies (60 minutes)<\/span>\n
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- Metaview \/ linking<\/span><\/li>\n\n\n\n
- Metaphor<\/span><\/li>\n\n\n\n
- Intuiting<\/span><\/li>\n\n\n\n
- Challenging<\/span><\/li>\n\n\n\n
- Powerful questions<\/span><\/li>\n<\/ul>\n<\/li>\n\n\n\n
- Advising demonstration<\/span><\/li>\n\n\n\n
- How to formulate reflective questions (40 minutes)<\/span><\/li>\n\n\n\n
- Research in advising (60 minutes)<\/span><\/li>\n<\/ul>\n\n\n\n
Readings <\/b>(2 hours)<\/span><\/p>\n\n\n\n
- \n
- Advising in Language Learning<\/span><\/i> (Mynard & Carson, 2012), <\/span>Chapter 6<\/em> by Tanya McCarthy (pp. 105-126)<\/span><\/li>\n\n\n\n
- Reflective Dialogue<\/span><\/i> (Kato & Mynard, 2016), <\/span>Chapter 4<\/em>, (From implementation to research) (273-282) <\/span><\/li>\n<\/ul>\n\n\n\n
Videos (1 hour including pauses for reflection and\/or activities)<\/span><\/b><\/p>\n\n\n\n
- \n
- Video 4 (Advising demonstration using a full range of strategies)<\/span><\/li>\n\n\n\n
- Video 5 (Example research project)<\/span><\/li>\n<\/ul>\n\n\n\n
Tasks <\/b>(2 hours)<\/span><\/p>\n\n\n\n
- \n
- Analysing an advising session<\/span><\/li>\n\n\n\n
- Online discussion related to this week\u2019s content<\/span><\/li>\n<\/ul>\n\n\n\n
Week 3<\/strong><\/h2>\n\n\n\n
Live lesson: 3 hours (weekend)<\/span><\/strong><\/b><\/p>\n\n\n\n
- \n
- Guiding learners into a deeper level of reflection. (60 minutes)<\/span><\/li>\n\n\n\n
- Using advising tools (60 minutes)<\/span><\/li>\n\n\n\n
- Getting ready for a real session (60 minutes)<\/span><\/li>\n<\/ul>\n\n\n\n
Reading <\/b>(2 hours)<\/span><\/p>\n\n\n\n
- \n
- Reflective Dialogue<\/span><\/i> (Kato & Mynard, 2016), <\/span>Appendix 1.2<\/em> (pp. 29-67)<\/span><\/li>\n\n\n\n
- The confidence building diary. <\/span><\/i>Research paper by Mynard & Shelton-Strong.<\/span><\/li>\n\n\n\n
- Advising in Language Learning<\/span><\/i> (Mynard & Carson, 2012)<\/span><\/li>\n\n\n\n
- Vignette 1 by Yamashita and Kato (pp. 164-169)<\/span><\/li>\n\n\n\n
- The confidence building diary. <\/span><\/i>Research paper by Mynard & Shelton-Strong.<\/span><\/li>\n\n\n\n
- Using advising tools (60 minutes)<\/span><\/li>\n\n\n\n
- Online discussion related to this week\u2019s content<\/span><\/li>\n<\/ul>\n\n\n\n
- Video 5 (Example research project)<\/span><\/li>\n<\/ul>\n\n\n\n
- Reflective Dialogue<\/span><\/i> (Kato & Mynard, 2016), <\/span>Chapter 4<\/em>, (From implementation to research) (273-282) <\/span><\/li>\n<\/ul>\n\n\n\n
- Metaphor<\/span><\/li>\n\n\n\n
- Five more basic advising strategies (60 minutes)<\/span>\n
- Online discussion related to this week’s content<\/span><\/li>\n<\/ul>\n\n\n\n
- Video 3 <\/span>(What makes a successful language learner? Case studies) <\/span><\/li>\n<\/ul>\n\n\n\n
- Reading 4: <\/span>Reflective Dialogue: Advising in Language Learning<\/span><\/i> (Kato & Mynard, 2016), <\/span>Chapter 1<\/em> (pp. 1-28) (From research to implications). And <\/span>Chapter 2<\/em> (pp. 68-105) (From implication to application, Advising in Practice, Part 1: Dialogue in advising)<\/span><\/li>\n<\/ul>\n\n\n\n
- 6 techniques to promote reflective dialogue (40 minutes)<\/span><\/li>\n<\/ul>\n\n\n\n
- Theoretical underpinnings of Advising in Language Learning (ALL) (40 minutes)<\/span><\/li>\n\n\n\n
- Video lecture: Introduction to reflective dialogue: Advising in language learning<\/a> (18 minutes) <\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n
- Reading 1: <\/span>Advising in Language Learning: Dialogue, Tools and Context<\/span><\/i> (Mynard & Carson, 2012), Introduction<\/em> (pp. 3-25)<\/span><\/li>\n\n\n\n
- use basic advising strategies and be able to conduct an advising session with learners. <\/span><\/li>\n\n\n\n
- Satoko Kato, PhD, Hiroshima University, Japan. https:\/\/researchmap.jp\/satoko_kato?lang=en<\/a> <\/li>\n\n\n\n
- Communication tools and protocol<\/a><\/li>\n\n\n\n