Conference announcement

Advising for Language Learner Autonomy
Saturday 12th November, 2011, Kanda University of International Studies, Japan

Event website: http://learnerautonomy.org/advising2011.html
Twitter: @advising2011

Advising in language learning has been defined as:

a ‘system of interventions which aims at supporting students’ methodology of language learning by means of ‘conversations’ i.e. by using language in the framework of social interaction to help students reflect on their learning experience, identify inconsistencies and steer their own path.’

Esch (1996, p. 42).

Kanda University of International Studies and the IATEFL Learner Autonomy Special Interest Group (LASIG) are delighted to announce that they will be holding a one day conference in Japan in November, 2011.  This event has also been organized in collaboration with The Japan Association for Self-access Learning (JASAL), Kanda Institute of Foreign Languages (KIFL) and the Japan Association of Language Teachers (JALT) Learner Development SIG.

The theme of the day will be “Advising for language learner autonomy” and will be of particular interest to language educators working as learning advisors or teachers who are concerned with promoting language learner autonomy. The conference theme also covers peer advising with a particular focus on the way in which peer advising fosters learner autonomy.  In addition to a plenary presentation by our featured speaker Dr. Marina Mozzon-McPherson, we will be inviting proposals related to one of the following themes for the peer-reviewed selection process:

1. Training and Professional Development

Including (but not restricted to)

• professional development for learning advisors
• training for learning advisors
• learning advisor identity

2. Research and practice

Including (but not restricted to)

• approaches to advising learners in a self-access centre
• class-based advising practices
• advising in language learning: linking theory and practice
• research methods for advising

3. Peer advising

Including (but not restricted to)

• fostering autonomy through peer advising
• peer feedback and the development of language learning awareness
• training for peer advisors

4. Advising tools

Including (but not restricted to)

• tools for advising in language learning (i.e. diaries, portfolios, learning plans…)
• modes of advising (face-to-face, written)
• computer-assisted language advising

5. Dialogue and discourse

Including (but not restricted to)

• the use of L1 or L2 in advising sessions
• dialogue in advising in language learning
• discourse analysis of the advising dialogue

6. Context-related issues
Including (but not restricted to)

• advising in context
• learner development through advising sessions
• learners’ perceptions of advising services
• promoting and managing advising services

Types of presentations

• Paper presentation: 40 minutes
• Workshops: 60 minutes
• Poster: 90 minutes

Deadlines for proposals

June 30^th 2011 (online submission opens soon – check the website for details http://learnerautonomy.org/advising2011)

Peer-reviewed proceedings

The conference proceedings will be published as a special edition of SiSAL Journal in March 2012.  The deadline for submissions is December 30, 2011.

Programme

Friday 11th November, SAC tours at KIFL (VISTA) and the SALC (KUIS) (details to follow – see the website http://learnerautonomy.org/advising2011)

Saturday 12th November: Main conference 10am-5pm

Draft schedule

9.00:    Registration and coffee
10.00:  Opening remarks
10.20:  Session 1, Invited speaker: Dr. Marina Mozzon-McPherson
11.00:  Coffee break
11.20:  Session 2, five concurrent sessions (workshops and paper presentations) 12.20:  Lunch (included in the registration fee)
1.20:    Session 3, five concurrent sessions
2.00:    Session 4 (posters)
3.40:    Tea break
4.00:    Session 5, five concurrent sessions
4.45:    Closing remarks
5.00:    Conference closes
5.15:    Drinks reception

Registration (online registration to open soon. Check website for updates http://learnerautonomy.org/advising2011)

Reference

Esch E.(1996), Promoting learner autonomy: Criteria for the selection of appropriate methods. In R. Pemberton, E.S.L. Li, W.W.F. Or, & H.D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 35–48). Hong Kong: Hong Kong University Press.