Learning Learning 『学習の学習』 28(1): Greetings And News Updates

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Learning Learning 『学習の学習』 28(1): Greetings And News Updates
Cover Design: Copyright <@toraillustrates>

GREETINGS AND NEWS UPDATES | 挨拶と近況報告

In This Issue: Learning Learning, Volume 28, Issue 1 今号について….. Andy BarfieldCo-coordinators' Greetings for Spring 2021 2021年春
Furukawa

コーディネーター挨拶 ….. Koki Tomita & Tetsuko

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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
Mini-profiles ミニプロフィール …. Brennan Conaway, Naomi Fujishima, Ian Hurrell, Ken Ikeda,
Judith Kambara, Mike Kuziw, Tanya McCarthy, Rob Moreau, Yoshi Nakai, Namiko Sakoda, Akiko
Takagi, & Dominique Vola Ambinintsoa

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MEMBERS’ VOICES | メンバーの声
Creative collaboration - Kickstarting the 21st century classroom …. Tim Cleminson

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Writing classes and the next generation of translational software …. Jeffrey Stewart

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Experiencing presence in English …. Wan Jung (Amy) Lin

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LEARNERS' VOICES | 学習者の声
Stepping up to take action: Beach cleaning as a first step …. Mifu Yasukuni

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STORIES OF LEARNING AND TEACHING PRACTICES | 学習・教育実践の成功談・失敗談
Narratives of Filipino English Teachers in Japan: A reflective dialogic review of Stewart (2020) ….
Prumel Barbudo & Stephanie Keith Lim

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Dis/Connect – a virtual art exhibition by students of Miyazaki International College and Kyoto
University of the Arts … Will Hall & Eric Luong

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Silence, voice, and writing .… Leena Karlsson & Chika Hayashi

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LD SIG GRANT AWARDEE REPORTS | LD SIG 研究助成金受
Professional development through the pinhole of learner development …. Malik Amir Feroze

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RESEARCH & REVIEWS / 研究 & レビュー
Review of Language Teacher Recognition: Narratives of Filipino English Teachers in Japan(Stewart, 2020) … Michael Carroll
LOOKING BACK | 報告
A collage of reflections on the Learner Development (LD) Forum: “TLC from LD: Transformative
Learning Communities” …. Feroze Malik Amir, Andy Barfield, Phillip Alixe Bennett, Oana Cusen,
Dominic Edsall, Aya Hayasaki, Ellen Head, Ken Ikeda, Yuri Imamura, Riitta Kelly, Jackson Lee, Teh
Pei Ling, Riho Osaki, James Ronald, Alison Stewart, & Isra Wongsarnpigoon

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Learning from students: Applying the spirit of CCLT to a year of online learning ….
Cecilia Smith Fujishima
Our CCLT6 conference reflection …. Shiori Kishihara, Yuki Murakami, Chika Matsumoto, & Kristina
Reyes with Lorna Asami
CCLT6 Reflections: From face-to-face to armchair …. Patrick Kiernan

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Learning Learning 『学習の学習』 28(1): Greetings And News Updates
Reflections on Dis/Connect: virtual art exhibition …. Will Hall
Reflection on CCLT6: Learners (and teachers) in the virtual moment …. Lee Arnold
Acknowledging the tiredness and appreciating the struggles …. Andy Barfield

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LOOKING FORWARD | 今後のイベント
Information on PanSIG 2021
Information on JALTCALL 2021

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SIG MATTERS | インフォメーション
Learner Development SIG financial report August 2020 to February 2021 …. Patrick Kiernan
Writing for Learning Learning『学習の学習』応募規定

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In this issue | 本号について
Welcome to Learning Learning 28(1)! We warmly thank everyone who has generously written for this issue, and wevery much hope that their contributions will enable readers to reach new and unexpected perspectives on learnerdevelopment.
The issue opens with Greetings and News Update from LD SIG co-coordinators Koki Tomita and Tetsuko Furukawa
who inform us of all the SIG’s activities and plans for 2021. Thank you, Koki and Tetsuko, for all your dedicatedcoordination work. In a newly revived feature of the newsletter, Mini-profiles: Sharing Your Learner Development
Interests, 12 members of the SIG (Brennan Conaway, Naomi Fujishima, Ian Hurrell, Ken Ikeda, Judith Kambara, Mike
Kuziw, Tanya McCarthy, Rob Moreau, Yoshi Nakai, Namiko Sakoda, Akiko Takagi, and Dominique Vola Ambinintsoa)
share personal vignettes about what interests, puzzles, and/or intrigues them about learner development. Please feel
free to contribute your own mini-profile for the Autumn issue of Learning Learning. Just write to<lleditorialteam@gmail.com>. Many thanks!
Next, three new members of the SIG—Tim Cleminson, Jeff Stewart, and Wan Jung Lin Amy—contribute toMembers’ Voices. Writing about how he values creativity and collaboration, Tim recounts his enthusiasm for using“creative play” in different projects with his learners. Creative play requires students to engage in active decisionmaking with other classmates. It also encourages them to improvise and take risks to resolve different problems such as“the egg-drop challenge.” Tim writes, “My university classrooms are often strewn with newspaper, straws, spaghetti,tape, hastily hashed-out plans, a fair sprinkling of wonky towers and broken eggs ....” Which not only begs the question
as to how we might say “wonky towers and broken eggs” in another language, but also leads us, albeit somewhat
indirectly, to Jeff Stewart’s reflections about the impacts of translational software on learners’ writing development.
Jeff asks: Should we as teachers condemn the use of software like DeepL by learners while we may ourselves benefit
from using it? More broadly, how might we start to enter into dialogues with our learners about making good use oftranslation tools for shared quality of life and learning? After considering a range of perspectives, Jeff ends on a note ofcautious optimism about the benefits of students using software like Deep L.
In the third Members’ Voices piece, Wan Jung Lin Amy takes us on an extended autobiographical journey ofdifferent identities and positioning as a “non-native speaker” of English where she can experience her presence inEnglish-using communities. “It was not an easy process, and it took many years of constant reflection, evaluation, selftalk, arguing, fighting, negotiation, and frustration to come to this transformation,” observes Amy in her criticalappraisal of the varied challenges she has faced. A hearty thank you to Amy, Jeff, and Tim for sharing such compellingstories. And, of course, all of you are also warmly invited to share your own Members’ Voices story or reflection to dowith learner development in a future issue of Learning Learning.
We are delighted to revive another feature of Learning Learning, Learners' Voices / 学習者の声, in which learners
share stories and reflections of their learning and/or report on a project or research that they are doing related tolearner development. In Stepping up to take action: Beach cleaning as a first step, Mifu Yasukuni, a third-year university

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Learning Learning 『学習の学習』 28(1): Greetings And News Updates
student, writes in Japanese and English about her changing awareness and growing sense of responsibility to takeaction about pollution and climate change. Please do consider sharing your learners’ voices in future issues of Learning
Learning, too.
Stories of Learning and Teaching Practices follows with three contributions that each have a strong dialogic quality.
First, Prumel Barbudo and Stephanie Lim engage in a reflective collaborative review of a recent book by Alison Stewart
that explores the life stories of Filipino English teachers in Japan. Sharing close cultural identities with the teachers,
Prumel and Stephanie take up three themes that personally stand out for them in their stories: their teaching paths,
their experiences of discrimination, and the politics of ascribing and/or being ascribed simplistic binary identities suchas Native English Speaking Teachers (NESTs) and Non-native English Speaking Teacher (NNESTs). Later, in this same issue
in Research and Reviews, Michael Carroll provides a parallel review of Alison Stewart’s book in which he analyses thetheme of identity recognition in the different teachers’ stories. We are grateful to Michael, Prumel, and Stephanie for
their thought-provoking and mutually complementary reviews of Alison’s groundbreaking research.
Continuing with Stories of Learning and Teaching Practice, Will Hall and Eric Luong report on “Dis/Connect”, avirtual art exhibition which they organised with their students in the last academic year and which focused on
experiences and impacts of distance and isolation in the COVID-19 pandemic. Preparing for this outside of regular classtime and in the 2020 summer holiday period, Eric and Will’s students not only created impressive artworks but also
learnt how to use various digital tools. What’s more, the collaboration that such project work involves spurred thedevelopment of their students’ autonomous learning.
Expanding on some similar themes, Chika Hayashi and Leena Karlsson close Stories of Learning and Teaching
Practice by reflecting on their extended collaboration since 2018 when they gave a joint plenary at the Independent
Learning Association conference (ILA2018) in Kobe. Their prolonged dialogue starts from the final moment of theirplenary session where they were unexpectedly met with silence. What did this signify for them and for different
audience members? As Chika and Leena ponder this, they gradually shift their reflective gaze towards the challenges oflistening to learners’ inner voices and adapting to the disruptions of the physicality of learning that the COVID-19
pandemic has brought. In the final part of their elaborate reflection Chika and Leena contemplate what different
meanings writing about their shared learning and their learners has for them.
Chika: “... it’s always a chorus of voices in narrative inquiry that the readers will hear… .”Leena: “... the world of education needs experimental writings, texts emerging from experience; it needs narrativeand stories, memories and dreams, the use of imagination and creativity.”
We hope you will enjoy reading their inspiring reflection as much as we have. Thank you so much, Chika and Leena,
for sharing this with the readers of Learning Learning.
Following this, as a JALT2020 conference grant recipient, Malik Amir Feroze’s Grant Awardee Essay brings to us his
own teaching story and learner development interests, as well as what he especially valued from taking part in the LD
Forum, presenting, and participating in other sessions at JALT2020 Online. “I felt encouraged, socially as well as
professionally, to collaborate with like-minded people,” writes Malik as he looks forward to building on theseexperiences and collaborating with other SIG members in the future. Research and Reviews comes next, where, as
mentioned above, Michael Carroll shares with us his review of Alison Stewart’s book around the theme of identity
recognition in Filipino teachers’ lives in Japan. Michael starts: “It’s not often that the word “unputdownable” is heard in
relation to an academic book, but this book had me engrossed from the moment I picked it up.” We hope you will findsimilar thought-provoking enjoyment in reading this engaging review.
Next, Looking Back brings together a rich chorus of reflections from the JALT2020 Learner Development SIG Forumin November and the Creating Community: Learning Together 6 (CCLT6) mini-conference in December 2021. Bothevents were held online, with presenters and participants invited to share what they had experienced, learnt, andfound interesting. The collage of reflections on the JALT2020 LD forum includes responses by 17 individuals to thedifferent presentations about transformative learning communities. These reflections were written during the forum
itself in an online Google form, while the suite of CCLT6 reflections were composed in the weeks afterwards. These
include writing by Keisen University students Shiori Kishihara, Chika Matsumoto, Yuki Murakami, and Kristina Reyes,with their teacher Lorna Asami; by Cecilia Smith Fujishima, four of whose students (Rino Yoshida, Ayaka Muraishi,

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Learning Learning 『学習の学習』 28(1): Greetings And News Updates
Remi Hayasaka, and Nagisa Sato) presented at CCLT6; by Patrick Kiernan of Ochanomizu University about thepresentations of four of his graduate students (Kimika Matsuyama, Saki Takei, Miho Meguro, Ngô Thị Tố Trinh; by Will
Hall of Miyazaki International College (MIC) about his collaboration with Eric Luong from Kyoto University of the Arts
with MIC students Aya Fukunaga, Masataka Ochiai, and Serina Yano; by Lee Arnold on “Learners (and Teachers) in the
Virtual Moment”; and, by Andy Barfield of Chuo University, who took part with three of his students (Mutsumi
Kobayashi, Wakana Taira, and Mifu Yasukuni). A humongous thank you to everyone for sharing reflections from thisgroundbreaking student-teacher conference!
In Looking Forward, we include news of the LD Forums at this year’s PanSIG conference in May and the JALTCALL
conference in early June. After this, in SIG Matters, comes the most recent financial report of the LD SIG so that you
may see where your membership fees go and what LD uses its funds for. Thank you to Patrick Kiernan, SIG treasurer, for
keeping us all updated here.
Once again, we would like to express our heartfelt gratitude to each contributor.
As we reach the end of this introduction, you will probably have noticed that a great number of writers havecontributed in many different genres to this first issue of Learning Learning for 2021. May we enthusiasticallyencourage you to write for the Autumn issue of Learning Learning: We would love to hear from you!
You can find full information about the kind of writing that Learning Learning aims to include here: http://ldsig.org/information-for-contributors/ The deadline for the Autumn issue is 28th August 2021. Please send your writing
to us at <lleditorialteam@gmail.com>. Many thanks in advance: We are really looking forward to hearing from you.
We also invite reviews of another important publication from 2020, “Whose Autonomy? Voice and Agency in Language
Learning” edited by Adelia Peña Clavel and Katherine Thornton and which is freely available as an e-book here. If you
are interested in reviewing this anthology of writing from the 2018 Independent Learning Conference in Kobe, please
let us know. Thank you.
Wishing you happy reading and learning,
Andy Barfield, lead editor for this issue, together with the Learning Learning Editorial Team: Lorna Asami, Ken
Ikeda, Mike Kuziw, Yoshio Nakai, Kento Nakachi, Hugh Nicoll, Koki Tomita, and James Underwood.
24th March 2021

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Learning Learning 『学習の学習』 28(1): Greetings And News Updates

Co-coordinators' Greetings for Spring 2021 |コーディネーター挨拶
Welcome to another amazing issue of our SIG's
newsletter, Learning Learning, that many people havecontributed to, working hard with the editorial team to
put together this issue. I also would like to use these
Greetings to reflect upon the year 2020 and formally
begin our activities in 2021.
To start, I would like to share our gratitude forthe members of the community who joined ouractivities in 2020 and made them worthwhile.
Regardless of the difficulties and challenges
triggered by the pandemic, we were able to pull off
all of the major events as we had initially planned
because of the continuous contribution from eachone of you.
Since the last issue of LL, we held our SIG Forumwith the lead of our Program Chair, Blair Barr, at thefirst-ever online JALT International Conference inNovember 2020. At the forum on “TLC from LD:
Transformative Learning Communities,” Andy
Barfield, Oana Cusen, Yuri Imamura, Riitta Kelly,
Malik Amir Feroze, Aya Hayasaki, Ken Ikeda and Riho
Osaki, and Jim Ronald presented their researchfindings and community building experiences intheir workplaces during the pandemic. At the end of
the forum, we congratulated one of the forum
presenters, Amir Malik Feroze, as the LD SIG’s JALTInternational Conference Grant recipient. Good
work, everyone!
On the same note, we managed to hold thesignature event of the LD SIG, Creating Community:
Learning Together 6 (CCLT 6), in December 2020
through the tireless efforts of the CCLT Planning
Committee (Ellen Head, James Underwood, Ian
Hurrell, Ken Ikeda, and Lorna Asami) and Publicity
Team Illustrator (Rob Moreau). CCLT6 was held
online and drew a large audience. Personally, I
participated in the conference as part of theorganizing team. Since my task was to hostpresentations in a Zoom room, I had the chance tojoin several sessions. I was continually struck by thequality of the presentations. In particular, student
presenters did amazingly well in sharing original
insights from their learning and development in2020. We are hoping to upload the videos to the LD

website from the CCLT6 presentations with thepermission of the respective presenters. Pleasewatch out for further updates on LD News.
About the administrative report, I would like toshare the highlights of our Annual General Meeting(AGM) at the 2020 JALT International Conference.
For more detailed information regarding theCommittee Report and the minutes of the AGM,
please visit our website at <http://ld-sig.org/
welcome-to-the-jalt-ld-sig/annual-reports/>.
In the LD committee, Yoshio Nakai stepped
down from his role as Co-Coordinator, then Tetsuko
Fukawa, Membership Chair, stepped up. After
Tetsuko stepped down from Membership, Andy
Barfield started organizing membership emails for
SIG members. Switching focus now to theprogramme team, Robert Morel decided to leave
the Committee. Rob along with Blair Barr hadorganized a series of LD Forums at past PanSIG
Conferences over several years. Fumiko Murase isanother officer who stepped down from her longtime LL editorial team role in 2020. It has been mypleasure working with you in the team over the past
years. For the fresh start of 2021, I am happy toannounce that Kento Nakachi is joining the Japanesetranslation team from this issue of LL. We aredelighted to be working with you, Kento.
Touching upon the SIG publications, I think it isgood timing to bring up the Learner Development
Journal (LDJ), another platform for LD members toexperience professional development throughcollaborative writing opportunities. From the LDJ
Journal Steering Group (JSG), Alison Stewart,
another distinguished editor and longtime LD
committee member, decided to step down.
Replacing Alison, Tanya McCarthy has joined the JSG
and been working for the publication of issues 5 and
6 of the journal.
Finally, I would like to mention a change inwebmaster for the LDJ website. In 2017, Darren
Elliot kindly agreed to create and maintain the LDJ
website for an initial period. From my experience,creating and managing a website from scratch takes
much time and commitment. I really appreciate

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Learning Learning 『学習の学習』 28(2): Greetings And News Updates
Darren for taking care of the website for the past 4
years and keeping it running smoothly. From 2021,
Dominic Edsall will take over this role and work with
Hugh Nicoll and me to migrate both the main LD
website and LDJ websites to the JALT website. We
are looking at the summer for completing this.
Thank you so much, everyone for yourcontributions to the LD community. We are looking
forward to meeting and collaborating with newmembers to keep our activities dynamic withdifferent perspectives. If you are interested insupporting our activities, please contact us at<ld@jalt.org> or find the relevant person to contactfrom <http://ld-sig.org/about-us/>.
Another important part of the AGM was thetreasurer’s report. Due to the COVID-19 pandemic, I
regretfully inform you that the proposed budget for2020 was very difficult to follow. However, we wereable to save a substantial amount of money byholding our events and regular meetings online. The
silver lining of 2020 is that we can offer LD Grants to
support our members this year again. Please checkour webpage to get further information, especiallyabout how to apply for the grants. <http://ldsig.org/grants/>. March 31st is the deadline for grantapplications this year.
For LD program activities in 2021, I would like tomention that we will have forums at the three major
conferences as we normally do, and I hope that!"!#$%&'()*+(,(-.
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学習者ディベロプメント研究部会 <http://ld-sig.org>

many SIG members will take part. As for conference
sites, please note that PanSIG will be online, but JALTCALL and the International Conference will be held
as hybrid conferences for now. About our annual
conference, CCLT7, we have been planning to movethe conference to either February or March to avoid
the winter holidays and the end of the academicyear.
To close, I would like to announce that Tetsuko
and I are going to step down from the CoCoordinator’s position this year. I had a high hopefor Tetsuko to become a new Co-Coordinator in 2021
and take a lead in the SIG for a few years, but she
decided to step down from the role due to her
professional and personal reasons. For myself, it is a
bit of shame, but I noticed that I shared the same
“New Year’s” resolution in the spring issue of LL in
2020. After much contemplation since then, I had
decided to stay on to ensure a smooth transition of
our administrative duties to the next CoCoordinators. Having said that, Tetsuko and I arelooking forward to working with you the rest of theyear and having another exciting year as CoCoordinators. We both hope to see you in the future
and, most importantly, hope you will enjoy this issueof Learning Learning.
Koki Tomita & Tetsuko Fukawa (ld@jalt.org)
Learner Development SIG Co-Coordinators≥¥dµ∂1426µ122d∑∏dJAlrstπ∫(´Q@yõ<pE]YG“TLC from LD: Transformative
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Newsletter of the JALT Learner Development SIG <http://ld-sig.org>

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Learning Learning 『学習の学習』 28(2): Greetings And News Updates*^lœpjkA@lmE|Hl]YG.gAUV
IJg±≤TkAl©?=EF@>kd–]7!"!"$d//d%IlÓT<EA·‚]{]D$7Äpj
YWd—“”7‘’]YDAqçBgT=E]YG
vd¬Õl¬ÕÕ2æ431»Õ2sdöõTjkdYWg>JB÷]¬Õl¬ÕÕ2æ431»Õ2A]V◊EÿBAŒpE]YG‡E=>v$∏d¬Õl¬ÕÕ2æ431»Õ2AH$∏d±=7
8RÖ<|VDY;:kAl>¬Õl¬ÕÕ2æ431»Õ2A]
VdÉq7ûmúDlDmYDADBkAlFG_
Ö7JUV¬Õl¬ÕÕ2æ431»Õ2A]Vd8-.gop<|VDY;mEFGH$∏©efg`ÆDlmjk
A7Ÿ]Óg]V`=EFGkd„d⁄ŒT¥>H
Id//7`Ÿ]ÓDY;ipä¤DlFG@AL)*ñ∞ãØabórst6¬Õl¬ÕÕ2æ431»Õ2ƒ6
Koki Tomita & Tetsuko Fukawa <ld@jalt.org>

Call for Contributions
Deadline for the Autumn 2021 issue:
August 31st, 2021
Learning Learning is your space for continuing to
make the connections that interest you. You arewarmly invited and encouraged to contribute to thenext issue of Learning Learning in either English and/or Japanese. In order to provide access andopportunities for Learner Development SIG members
to take part in the SIG’s activities, we welcome
writing in different formats and lengths about issues
connected with learner and teacher development.
『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。 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

学習者ディベロプメント研究部会 <http://ld-sig.org>

9