Learning Learning『学習の学習』 29 (2): SIG MATTERS

SIG MATTERS | インフォメーション
Learner Development SIG Financial Report April 2022 to September 2022
Patrick Kiernan, SIG Treasurer, Email: jalt.ldsig.treasurer@gmail.com
Despite the wave of the pandemic over the summer and a cut in the SIG grant from JALT Central Office(JCO), this year the SIG is returning to face-to-face activities and finances remain healthy. Following a cutin income from JCO last year (from ¥157,697 in FY2020 to ¥57,739 for FY2021), the grant was reduced evenfurther this year to all SIGs and local chapters. This year, the LD-SIG received only ¥19,120 (though we also
received ¥15,000 for PanSIG from JCO in early October that is not included in the figures below). The
reason for the drastic cut was that, while JALT’s revenues and overall surplus fell dramatically during thepandemic years due to a fall off in membership and the cancellation of face-to-face events such as theJALT national conference which brings in important revenue, the funds of SIGs including the LD-SIG grew
due to the cancellation of events. For example, regarding grants, including conference grants, instead of
the planned four grant awards, we were only able to award one research grant in FY2021. Similarly, there
were no expenses for postage or travel normally needed for face-to-face events. This year’s dramatic cut
was therefore intended to improve the financial situation of JCO and help SIGs use up unnecessary surplus
funds. This year, three grants were awarded and funds have been used for the PanSIG conference and will
also be needed for other events such as JALT2022 national conference. As anticipated, this will result in anegative budget and a reduction in the SIGs overall funds. Nevertheless, as this was the intention, thebudget proposal that the SIG coordinator and I will put forward for discussion at this year’s AGM is likely tobe similar to this year’s budget. As always, input or ideas regarding SIG expenditure are welcome and I am
looking forward to seeing as many of you as possible at the AGM.
Revenues: April 2022 – September 2022 /収入：2022 年 4 月〜2022 年 9 月
JCO Annual Grant /全国語学教育学会本部年間助成金

19,120Total revenue / 収入合計

19,120

Expenses: April 2022 – September 2022 /支出：2022 年 4 月〜2022 年 9 月
Grants (¥40,000x3)/助成金 (４万円 x３)

120,000

Events (PanSIG expenses) / イベント（PanSIG 費用）

43,384

Admin. Expenses /管理費

642

Total Expenses / 支出合計

164,026

SIG fund balance: September 30, 2022 /SIG 資金残高：2022 年 9 月 30 日
Balance in bank account / 銀行口座残高

147,724

Reserve liabilities / JALT 本部預け金

200,000

PayPal account/ ペイパルアカウント

25,972

Cash in hand / 現金
Balance / 合計

学習者ディベロプメント研究部会 <http://ld-sig.org>

7,700
381,396

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Learning Learning『学習の学習』 29 (2): SIG MATTERS
If anyone has any questions or comments regarding LD-SIG financial matters, please get in touch with me at
the address above.

Writing for Learning Learning『学習の学習』応募規定
Deadline for Contributions to the Autumn issue: February 28th 2023
Contributions / 寄稿
We encourage new writing and new writers and are happy to work with you in developing your writing.
We would be delighted to hear from you about your ideas, reflections, experiences, and interests to dowith learner development, learner autonomy, and teacher autonomy.
これまでにない形式のもの、また新しい方々からのご投稿をお待ちしております。内容についてもぜひご相談ください。みなさまのご意見やお考え、ご経験、そして学習者の成長、学習者と教師の自律性に関することなど、ぜひお聞かせください。
For more details about formats and lengths (形式と長さ) of writing suitable for Learning Learning,please see below. To upload your writing to the editorial team of Learning Learning, please use this link.

Formats and lengths / 形式と長さ
Learning Learning is your space for continuing to make the connections that interest you. You arewarmly invited and encouraged to contribute to the next issue of Learning Learning in either English
and/or Japanese. In order to provide access and opportunities for Learner Development SIG members totake part in the SIG’s activities, we welcome writing in different formats and lengths about issues
connected with learner and teacher development, such as:『学習の学習』は会員の皆様に興味ある繋がりを築きつづけるスペースです。次号の『学習の学習』への日本語（もしくは英語、及びニ言語で）の投稿を募集しています。メンバーの皆様に SIG の活動にご参加いただきたく、形式や長さを問わず、学習者および教師の成長に関する以下のような原稿をお待ちしております。

Mini-profiles: Sharing your learner development interests /ミニプロフィール：学習者ディベロップメントについての関心の共有
Here SIG members introduce themselves briefly (just 50 to 100 words or more), and write about whatinterests, puzzles, intrigues them about learner development, and/or about a particular approach orproject, or research that they are doing or plan to do, or simply share a short reflection, to do with learnerdevelopment (about 100 words or more)：… ここでは、SIG メンバーの学習者ディベロップメント研究に取り組む原動力となる関心や課題とともに短い（200 から 400 字程度）自己紹介をお届けします。特別なアプ
ローチやプロジェクト、現在進行中の研究やその計画、さらには学習者ディベロップメントの取り組みに関する内省など、それぞれの思いや考えが寄せられています (約 200-400 字程度以上)

Newsletter of the JALT Learner Development SIG <http://ld-sig.org>

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Learning Learning『学習の学習』 29 (2): SIG MATTERS
Short articles on issues to do with learner/teacher development and autonomy /学習者と教師の成長・自律に関する小論#1: short individual articles (1,200 – 2,500 words)： 小論（単著） (約 3,600-7,500 字)#2: short group-written articles (1,200 – 4,000 words)： 小論（共著）(約 3,600-12,000 字)

Reflective writing about learning for learner/teacher development and autonomy /学習に関する省察 ー 学習者と教師の成長・自律を目指して#1: particular puzzles that you and/or your learners have about their learning, practices, development,autonomy, and so on, and inviting other Learning Learning readers to respond (1,000 words or more)：
ご自身や学習者の悩み（学習、実践、成長、自律など）に関して、LL 読者と一緒に考えましょう。(約 4,000字)#2: dialogue with (an)other SIG member(s) (1,000 to 2,000 words)：SIG メンバー同士の対話 (約 4,000 字8,000 字)#3: stories of learners becoming autonomous (about 500 to 1,000 words)： 自律・成長する学習者に関する話 (約 2,000 字-4,000 字)#4: stories of your learning and teaching practices: success and failure (about 500 to 1,000 words)：学習・教育実践の成功談・失敗談 (約 2,000 字-4,000 字)

Member‘s Voices / メンバーの声#1: a short personal profile of yourself as a learner and teacher and your interest in learner development(about 500 to 1,000 words) ：学習者・教員としての自身のプロフィールと学習者の成長に関する興味 (約2,000 字-4,000 字)#2: a story of your ongoing interest in, and engagement with, particular learner development (and/orlearner autonomy) issues (about 500 to 1,000 words) ：学習者の成長や学習者の自律に関する興味や取り組
み (約 2,000 字-4,000 字）#3: a short profile of your learner development research interests and how you hope to develop yourresearch (about 500 to 1,000 words)：学習者の成長に関する研究内容と今後の研究の展望 (約 2,000 字4,000 字）#4: a short profile of your working context and the focus on learner development/learner autonomy that aparticular institution takes and/or is trying to develop in a particular curriculum (about 500 to 1,000words)：教育環境の紹介、所属機関やカリキュラムにおける学習者の成長や自律に関する取り組み (約2,000 字-4,000 字）

Learners’ voices / 学習者の声

学習者ディベロプメント研究部会 <http://ld-sig.org>

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Learning Learning『学習の学習』 29 (2): SIG MATTERS
Learners share stories of their learning, reflections on their practices of learning, or report on a project orresearch that they are doing or plan to do related to learner development (about 300 to 500 words)：
学習者が自分の学習経験、学習の実践についての考察、または学習者の成長に関連して行っている、もしくは計画しているプロジェクトや研究について報告します。 (約 1200-2000 字程度以上)

Research & reviews / 研究 & レビュー
#1: summaries and accounts of new graduate research (1,200 – 2,500 words) ：大学院での研究内容の要約やその振り返り (約 2,400 字-5,000 字）#2: proposals for a joint project/joint research (about 500 to 1,000 words)：
協働プロジェクト・リサーチの提案 (約 2,000 字-4,000 字)#3: reports (of a conference presentation, research project, particular pedagogic practice, and so on, to dowith learner development) (about 500 to 1,000 words)：
レポート（学習者の成長に関する学会発表、研究プロジェクト、教育実践など）(約 2,000-4,000 字)#4: reports of research in progress (about 500 to 1,000 words)： 研究中間報告(約 2,000 字-4,000 字)#5: book, website, article reviews (about 750 to 1,500 words)：書籍、ウェブサイト、論文の批評(約 3,000字-6,000 字)Free space / フリー・スペース#1: photographs, drawings, and/or other visual materials about learner development, and/or related tolearner autonomy：学習者の成長や自律に関する写真、絵、視覚資料#2: activities and tips for learner development/autonomy (about 500 to 1,000 words) ：学習者の成長・自律を促す活動やヒントの紹介 (約 1,000 字-2,000 字)#3: some other piece of writing that you would like to contribute and that is related to learnerdevelopment ：その他の学習者の成長に関する執筆#4: poems… and much more： 詩、その他。

Newsletter of the JALT Learner Development SIG <http://ld-sig.org>

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Learning Learning『学習の学習』 29 (2): SIG MATTERS

Learning Learning Editorial Team
<LLeditorialteam@gmail.com>
Those working on Learning Learning share a commitment to working together in small teams. We aim tolearn together about writing, editing, responding, and/or translating, for our shared personal andprofessional development. Some areas where we would like to encourage SIG members to take part andwork together on Learning Learning include:• Layout and Design: working on the formatting and preparation of finalised content for online
publication• Members’ Voices (co-)coordinating: contacting news members of the SIG and working with them todevelop their writing in a variety of formats and lengths as a first step to taking part in the SIG’s
publication activities;• Looking Back (co-)coordinating: working with contributors writing on events related to learnerdevelopment (conferences, forums, get-togethers, workshops, both face-to-face and online) for
publication in Learning Learning;• Research and Reviews (co-)coordinating: encouraging potential contributors to send in summaries
and accounts of research, as well as reviews (of books, journal articles, materials, or web resources
relating to learner development), and working with them to develop their writing for publication in
Learning Learning.
If you are interested in any of these areas of working together (and/or you have other areas of interest)
and would like to discuss your interest and ideas, please email the Learning Learning editorial team
<LLeditorialteam@gmail.com>
Many thanks

Learning Learning, 27 (2)55

学習者ディベロプメント研究部会 <http://ld-sig.org>

ISSN 1882-1103