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Paper short abstract:

This presentation will discuss a class on language learning advising and examine what the students trained as advisers in this class have learned. Academic and practical implications for the role of language teachers and the enhancement of their competencies will be discussed.

Paper long abstract:

In recent years, attention has focused on learner autonomy and the ability to decide how to learn (Aoki & Nakata, 2011). In language learning based on learner autonomy, learners need to take initiative in various settings, including learning outside the classroom. Nevertheless, not all learners can learn autonomously from the beginning (Kato and Mynard, 2016). In 2018, the Agency for Cultural Affairs (Bunka-cho) published a report on the state of development and training of Japanese language education personnel, which stated that the report called for the development of Japanese language teaching personnel with the competence to promote and support self-directed learning.　

Given this situation, the presenter has been conducting a class called 'Introduction to Language Learning Advising' for graduate students interested in language learning support since 2020. In this class, following a lecture on the theoretical background of language learning advising, students were paired with Japanese language learners to practice advising. In this presentation, the presenter will examine what the students (participants acting as advisors in an advising training session) have learned through this class, using reflection sheets written by the students as data. Specifically, it will be shown that the awareness and attitudes of the students changed in terms of 'paying attention to the learning process,’ ‘paying attention to the learner's life background, life trajectory, and emotions,’ and ‘reviewing their own learning experiences and beliefs about language learning.’ As a helpful report on a teacher training program focused on supporting autonomous learning, this presentation provides academic and practical implications for the role of language teachers and the enhancement of their qualifications and competencies.

References

Aoki, N. and Y. Nakata. (2011). Gakushuusha-ootonomii: Nihongo-kyooiku to gaikokugo-kyooiku no mirai no tameni. Tokyo: Hituzi Shoboo.

Kato, S. and J. Mynard. (2016). Reflective Dialogue: Advising in Language Learning. NY: Routledge.