Learning Learning 『学習の学習』 25 (2): Sig Matters

SIG MATTERS | インフォメーション
Financial Report November 2018 to April 2019
As the summary below indicates, the SIG’s finances are in good health and this year’s budget
agreed at the JALT2018 AGM aims to use up some of the surplus that has been accumulated. The
idea is to use our funds for SIG members’ benefits. The budget can be found at the end of theminutes for the AGM at the SIG website <http://ld-sig.org/wp-content/uploads/2018/12/2018-LDSIG-AGM-Minutes-Final.pdf>.
Revenues: November, 2018 – April, 2019 /収入：2018年11月〜2019年4月
Book sale (28, October, 2018)

1,000

CCLT4 Meeting Fee (Teacher attendees)

20,000

Balance / 合計

21,000

Expenses: November, 2018 – April, 2019 /支出：2018年11月〜2019年4月
Payment to Hugh Nicoll, Webmaster (22, October, 2018)(150,000)

JALT2018 SIG Table and Electricity Fee(14,000)

Printing and postage for JALT2018 conference(4,973)

Conference grants (3x40,000)(120,000)

CCLT4 Room rental and postage(55,955)

Admin. postage
Bank fees (includes October 30, October, 2018)
Balance / 合計(820)(1,032)(346,780)

SIG fund balance, April 30, 2019 / SIG資金残高2019年4月30日
Balance in bank account / 銀行口座残高

166,236

Reserve liabilities / JALT本部預け金

200,000

Cash in hand / 現金
Balance / 合計

712366,948

Please note that as the previous financial report was calculated up until October 21, I haveincluded October 2018 transactions made after the 21st (indicated in parentheses) for the sake ofcompleteness.
For those of you who missed the AGM, I should let you know that I took over the post of treasurer
following the AGM and have been overseeing the SIG accounts since then. I’m particularly gratefulfor the smooth handover from Huw and the kind support that I have received from Koki and Yoshi
since then and look forward to supporting LD activities this year.
Patrick, SIG Treasurer <kiernan@meiji.ac.jp>
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』 26 (1): Sig Matters

Writing for Learning Learning『学習の学習』応募規定
Deadline for Contributions to the Autumn issue: August 31st
Learning Learning is the Learner Development SIG newsletter and is published online bi-annually, in theSpring and Autumn. It has a specific ISSN number (ISSN 1882-1103), and features cutting edge articles invarious formats that relate to people’s ideas, reflections, experiences, and interests to do with learnerdevelopment, learner autonomy, and teacher autonomy. Many different SIG members contribute to eachissue of Learning Learning, and, by doing so, create a sense of shared community and learning together.
Please feel free to contribute too and make connections within the SIG and beyond. 『学習の学習』はLD SIGのニュースレターで、年に２回（春と秋）オンライン出版されています（ISSN 1882-1103）。学習者の成長、学習者と教員の自律に関するアイディア、省察、経験や興味に関連したさまざま形式の原稿を収録しています。SIGの多くのメンバーが『学習の学習』に寄稿し、共同体の意識を築き共に学習しています。どうぞ奮ってご投稿され、SIG内でのまたそれを超えた繋がりを築いてください。

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 do withlearner 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 moredetails 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 are warmly
invited and encouraged to contribute to the next issue of Learning Learning in either English and/orJapanese. In order to provide access and opportunities for Learner Development SIG members to take partin the SIG’s activities, we welcome writing in different formats and lengths about issues connected withlearner 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。

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

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Learning Learning 『学習の学習』 26 (1): 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)

Members’ 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 1,00 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）

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』 26 (1): Sig Matters
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 learner development：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』 26 (1): Sig Matters

Learning Learning Editorial Team
editorial team <LLeditorialteam@googlegroups.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.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 any member of the Learning Learning
editorial team:
Andy Barfield: <barfield.andy@gmail.com> (editor, members voices)
Chika Hayashi: <c-hayashi@hotmail.com> (editor, translation coordinator)
Tokiko Hori: <thori@tsoka.ac.jp> (editor, translator)
Ken Ikeda: <kodanuki@gmail.com> (editor, grant awardee essays)
Fumiko Murase: <fumikomurase@gmail.com> (editor, grant awardee essays)
Yoshio Nakai: <uminchufunto@gmail.com> (editor, translator)
Daniel Hougham: <d.hougham@gmail.com> (editor, digital content)
Hugh Nicoll: <hnicoll@gmail.com> (editor, webmaster)Sean Toland:<seanhtoland@gmail.com> (editor, grant awardee essays)
Koki Tomita: <tomita.koki@gmail.com> (editor, translator)
James Underwood: <jamesmichaelunderwood@gmail.com> (editor, layout)
Many thanks!

学習者ディベロプメント研究部会 <http://ld-sig.org>

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