SIG MATTERS

SIG Mattersؕ٤‫٘ب٭ؚْن‬٤

Learner Development SIG Financial Report October 2022 to March 2023

Patrick Kiernan
LD SIG Treasurer
jalt.ldsig.treasurer@gmail.com
At the 2022 AGM, I reported on the declining SIG finances as a result of ongoing cuts in the budget fromJCO and a return to SIG activities. Based on anticipated expenses for the end of the year, following asimilar pattern of expenditure to this year, and receiving a similarly reduced budget for the financial year
beginning in 2023, I outlined a budget which would result in a significant reduction in funds and require
financial support from JCO’s Development Fund. One of the reasons for the SIGs high level of expenditureis the ¥160,000 allocated for grants. Even though only three grants of ¥40,000 were paid out this year,
this ¥120,000 was a significant expenditure considering that the total income for the SIG was only ¥34,120(¥19,120 JCO grant + ¥15,000 PanSIG). For this reason, incoming Coordinator James Underwood proposed
cutting the grant to ¥80,000 at a committee meeting held on Friday 17th February and a reduction to¥100,000 was agreed on. In the meantime, some anticipated expenses following the AGM have notmaterialized, in part because I have not received receipts from members who are owed money for SIG
expenses. I realize that I should be more pro-active about following up members who are likely to be owed
money for SIG-related expenses, but I would be grateful if you could keep receipts and contact me as earlyas possible when you incur any expenses. All expense payments require a receipt. Since no payments canbe made for previous year’s expenses, all claims must be made by March 31st of the financial year in which
the payment was made. In any case, these two factors mean that we would probably not need to apply fora Development Grant fund simply to keep the SIG afloat, but will do so for the happier reason of supporting
the SIG’s 30th Anniversary event!
Revenues: October 2022 – March 2023 / 収入：2022 年10月〜2023年3月
Events（PanSIG income）/ イベント(PanSIG 収入)
Total revenue / 収入合計

Expenses: October 2022 – March 2023 / 支出：2022 年10月〜2023年3月
Events (JALT expenses) / イベント
（JALT費用）

15,00015,0006,000Events CEGLOC / イベント
（CEGLOC費用）

22,000Total Expenses / 支出合計

30,000

Balance in bank account / 銀行口座残高

132,724

PayPal account / ペイパルアカウント

25,972Admin. Expenses / 管理費

2,000

SIG fund balance: March 31, 2023 / SIG資金残高：2023年3月31日
Reserve liabilities / JALT本部預け金

200,000

Cash in hand / 現金

7,700

Balance / 合計

366,396

If anyone has any questions or comments regarding LD-SIG financial matters (or expense claims!),
please get in touch with me at the address above.

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LEARNING LEARNING『学習の学習』30(1)Writing for Learning Learning

Submit your contribution toLearning Learning 30(2) byւ㰢綗‫ס‬㰢綗փ䑴ⳓ釨㲊

AUGUST31

Learning Learning is the Learner Development SIG newsletter and is published online bi-annually,in the Spring and Autumn. It has a specific ISSN number (ISSN 1882-1103), and features cuttingedge articles in various formats that relate to people’s ideas, reflections, experiences, andinterests to do with learner development, learner autonomy, and teacher autonomy. Manydifferent SIG members contribute to each issue of Learning Learning, and, by doing so, create asense of shared community and learning together. Please feel free to contribute too and makeconnections within the SIG and beyond. Contact the editorial team at lleditorialteam@gmail.com.

『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㳝牭

We encourage new writing and new writers and are happy to work with you in developing yourwriting. We would be delighted to hear from you about your ideas, reflections, experiences, andinterests to do with 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. Many thanks.
We welcome contributions for the Autumn issue of 2023, with the pre-publication deadline ofAugust 31, 2023 for Learning Learning 30(2). Ideally, we would like to hear from you well before
the deadline, but in reality, the door is always open, so feel free to contact one of the editors when
you are ready.

FORMATS AND LENGTHS䎬䌋‫כ‬Ꝏ‫׈‬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/or Japanese. In order to provide access and opportunities for Learner Development
SIG members to take part in the SIG’s activities, we welcome writing in different formats andlengths 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 INTERESTSِ‫وؼ‬ٞ‫٭ؔن‬ٜ㰢綗縖‫يؔظ‬ٞ‫ْوش‬٤‫סיַחמع‬꞊䑏‫⪦ס‬僗

Here SIG members introduce themselves briefly (just 50 to 100 words or more), and write about
what interests, puzzles, intrigues them about learner development, and/or about a particular48

SIG MATTERSapproach or project, or research that they are doing or plan to do, or simply share a short reflection,
to do with learner development (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)

SHORT ARTICLES ON ISSUES TO DO WITH LEARNER/TEACHER DEVELOPMENT
AND AUTONOMY㰢綗縖‫䷷כ‬䅨‫ס‬䡗Ꝏ٬舅䏱‫מ‬꞊‫׾׌‬㵸鑜#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 (1,000words 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）

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)#3: 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’ VOICESْ٤‫ס٭ف‬㚜#1: a short personal profile of yourself as a learner and teacher and your interest in learnerdevelopment (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/or learner 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
your research (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 a particular institution takes and/or is trying to develop in a particular curriculum (about 500 to1,000 words)

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）

49

LEARNING LEARNING『学習の学習』30(1)LEARNERS’ VOICES㰢綗縖‫ס‬㚜

Learners share stories of their learning, reflections on their practices of learning, or report on aproject or research that they are doing or plan to do related to learner development (about 300 to500 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
溿狒ٝ‫٭ٖل‬#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 soon, to do with 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 SPACE‫ن‬ٛ‫٭‬٬‫ت٭ًت‬#1: photographs, drawings, and/or other visual materials about learner development, and/or related
to learner 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。

Our publications door is always open, so feel free to contact one of the editorial team when you
are ready at lleditorialteam@gmail.com. Many thanks!

50

THE LEARNING LEARNING EDITORIAL TEAM

Lorna Asami: asami.lornasachie AT MARK gmail dot com (editor)
Tim Ashwell: tashwell AT MARK komazawa-u dot ac dot jp (editor, LD get-together)Ken Ikeda: kodanuki AT MARK gmail dot com (editor, members’ voices, grant awardeeessays)
Mike Kuziw: mike dot kuziw AT MARK gmail dot com (editor, members’ voices, research andreviews)
Ivan Lombardi: ivanlombardi dot w AT MARK gmail dot com (editor, layout)
Hugh Nicoll: hnicoll AT MARK gmail dot com (editor, grant awardee essays, webmaster)Megumi Uemi: megumiuemi AT MARK gmail dot com (editor, translator)

Those working on Learning Learning share a commitment to working together in small
teams. We aim to learn together about writing, editing, responding, and/or translating, for
our shared personal and professional development. Some areas where we would like toencourage SIG members to take part and work 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 to develop their writing in a variety of formats and lengths as a first step totaking part in the SIG’s publication activities;• Looking Back (co-)coordinating: working with contributors writing on events related tolearner development (conferences, forums, get-togethers, workshops, both face-to-faceand online) for publication in Learning Learning;• Research and Reviews (co-)coordinating: encouraging potential contributors to sendin 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 todevelop their writing for publication in Learning Learning.
If you are interested in any of these areas of working together (and/or you have other areasof interest) and would like to discuss your interest and ideas, please email the Learning
Learning editorial team: lleditorialteam@gmail.com.
Many thanks.
Learning Learning editorial team