Learning
Learning
ISSN 1882-1103

学
習
の
学
習

ZZ Contents 目次
About this issue of Learning Learning 今号について .  .  . 1Message from the LD SIG Coordinator – Hugh Nicoll• コーディネータからのメッセージ — ヒュー・ニコル .  .  .  . 3

ZZ People ピープル
Self-introductions by new LD SIG members –Tanya
McCarthy & Kayo Ozawa • メンバー自己紹介— ターニャ・マッカーシー 、小沢 佳代 .  .  .  .  .  .  .  .  .  .  . 5Getting Connected: Local Get-together Reports from
Hiroshima and Greater Tokyo – Jim Ronald and Kay Irie
& Masuko Miyahara • つながりを求めて:広島・東京エリア
ミーティング — ジム・ロナルド、入江恵、宮原万寿子 .  .  .  . 7

ZZ REcent Events 報告
Synergistic Collaboration Rocks! The first JALT-JACET
conference in Nagoya – Martha Robertson
揺るがすシナジー効果：第一回JALT-JACET 合同大会（名古屋）— マーサ・ロバートソン .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8

Poetry, Music and Sex: Food for Thought and Soul at the2008 LD SIG Retreat – Alison Stewart
ポエム、ミュージック、そしてセックス：2008 LD SIGリートリト
報告 ― アリソン・スチュワート . . . . . . . . . . . . . . . . . .9

Autonomy at AILA

– Kay Irie

AILA言語学習者オートノミー研究者ネットワーク(ReN)
シンポジウム ― 入江恵 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 12

JALT Learner Development SIG Newsletter
Volume 15, No. 2, 2008

ZZ Feature Articles フィチャード アーテイクルズ
Linking Identity and Language Learning – Mike Nix & Masuko Miyahara • アイデンティティと語学学習の相関関係への探求 － マイク・ニックス、宮原万寿子 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 15
Perspectives on the Self-Access Learning Centre (SALC) at Kanda University ofInternational Studies – Jo Mynard • 神田外語大学 セルフ ラーニング アクセス センター
（SALC）の試み － ジョー・メナード .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 22

ZZ THE ADVENTURES OF MAGENTA M. マジェンタMの冒険
Episode 2 - The Strange Case of Lady Camilla Blemley – Steve Davies • 第二話 不思議なレデイ・カミラ・ブレムリー ― スティーブ・デイヴィス  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27

ZZ Review 書評
Howard Gardner’s Five Minds for the Future – Yoko Munezane • 「明日のための五つのマインド」ハワード・ガードナー著 ― 宗実陽子 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 35

ZZ Future Events 今後のイベント
LD SIG FORUM at PAC7 atJALT2008 • PAC7 at JALT 2008 LD SIGフォーラム について  .  . 37
LD SIG members’ presentations at PAC7 atJALT2008 • Pac7 at JALT2008
LD SIG メンバーによる研究発表一覧 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 38
LD SIG/CUE SIG/TC PARTY at the PINK COW • LD SIG/CUE/コロンビア大学日本校
共催・懇親会のご案内 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 39

ZZ Acknowledgement 感謝
Acknowledgement to Teachers College, Columbia University, Japan Campus •TCコロンビア大学日本校のMA TESOLプログラム紹介 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 40

ZZ Business Matters インフォーメーション
LD SIG Financial Report — Keiko Kawazu • LD SIG財務報告 — 河津佳子  .  .  .  .  .  .  . 42
Learner Development SIG Officers 2008 • 学習者ディベロップメント研究部会
2008年度 委員リスト  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 44
Contributing to Learning Learning「学習の学習」原稿募集  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 45

2 — Learning Learning 2008 • Vol 15.2

ZZ About this issue

Learning Learning 学習の学習
15 (2) 200815 (2) Fall 2008秋

Welcome to Learning Learning, theLearner Development SIG’s biannual online「学習の学習」へようこそ！本誌は春と秋、年に2回発行されるJALT学習者ディベロップメント研究部会
newsletter.
(LD SIG)のオンライン・ニュースレターです。
As the summer heat and humidity finally
秋の気配が少しずつ感じられるようになりました今
give way to cooler, dryer days and the fall
日このころですが、今秋号も皆様の授業に役に立つよ
semester kicks off, we hope that you will
うな実践的なことから、言語教員あるいは、言語学習者にとっても興味深い内容を盛沢山用意させていた
find plenty in this exciting new issue to
だきましたので、残りの2008年度を乗り切るためにおgalvanize your practice and thinking about
役立てください。
teaching and learning throughout the reLD SIGは各地域での活動や、全国規模の様々な
mainder of the academic year.
企画が年間通して活発に行われ続けております。さらThe LD SIG continues to be a forum forに、近年はオンラインでの意見や情報交換も盛んに行われており、その活動範囲は広がり、益々熱気にあface-to-face as well as online interaction.
Some of you will have met Tanya McCarthy ふれてます。このような活動に最近熱心に参加している新メンバーのタニヤー・マッカーシーさんと小沢
and Kayo Ozawa already at events and get佳代さんに出会った方も少なくないと思います。ピー
togethers over the past six months. They in- プル(PEOPLE)のセクションでは両氏の自己紹介を載
troduce themselves in our PEOPLE section. せました。また、さらにこのセクションでは、各地域の最近の活動状況も掲載させていただきました。
You can also find out what is happening in
報告（RECENT EVENTS)では今夏行われました、
some of the local get-together groups in this
いくつかの興味深い企画のレポートをお届けします。
section.
まずは6月に名古屋で行われたJALT・JACET初の合A new RECENT EVENTS section pro同イベントである「JACET中部支部・JALT合同大会」
（LD
SIG
共催）
について、マーサ・ ロバートソンがvides an overview of some off the most
報告いたします。
また、
アリソン・スチュワートが合同
interesting happenings of the summer:
大会の翌日、名古屋で引き続き行われましたLD SIG
Martha Robertson writes about the first
リトリートの模様をレポートします。さらに8月後半、ドjoint JALT-JACET conference, co-sponイツ・エッセンで行われたAILAでのLearner Autonomy
Research Network Symposiumを入江恵が生き生きと
sored by the LD SIG, which was held in
伝えてくれております。これらのイベントに参加できNagoya in June, Alison Stewart remembers
なかった方も、このセクションをお読みいただければ、
the LD SIG retreat, and Kay Irie reviews
この夏どのようなことが議論され、どのようなコラボレ
the Learner Autonomy Research Networkーションが実現したのか想像していただけると思いま
Symposium at the AILA conference in
す。
Essen Germany. If you weren’t able to at続きまして 、フィチャード アーテ イクル ズ
tend these events yourself, these reports will (FEATURED ARTICLES)では、マイク・ニックスと宮原万寿子による新しい対話形式のアイデンティティとgive you a taste of the ideas and collabora言語習得に関する文献紹介をお届けします。この中tive activities that have been prominent this で取り上げられている文献のほとんどに瞬時にオンラ
summer.
インでお読みいただけるようにリンクをはっております
Our FEATURED ARTICLES this issue include a genre-breaking review by Mike Nix and
Masuko Miyahara of the latest publications- most of which you can access immediately
on the web - regarding research into identity
and language learning, and a personal perspective on managing the self-access centre at
Kanda University of International Studies by Jo

ので、どうぞご利用ください。また、ここで見落とせないのはジョー・メナードによる神田外語大学のセルフアクセス ラーニング センター(SALC)についての投稿です。さらには先号に引き続き、スティーブ・デ
イヴィスによるSFシリーズ「マジェンタM」第二話も掲載いたします。ちょっと一息つけられるような物語ですが、その反面、自律学習について考えさせられる奥深いものとなっています。

Learning Learning 2008 • Vol 15.2

—1

ZZ About this issue
書評のセクションではハワード・ガードナーの著書
Mynard. This section also includes a brand newを宗実陽子が自身の体験を交えて紹介してくれます。
episode of Steve Davies’s far-out sci-fi explora本号の後半では、今後のLD SIG の活動予定等のおtions in Learner Autonomy: The Adventures of
知らせがたくさん盛り込まれておりますので、どうぞお
Magenta M.
見逃しなく。特に、11月1日、JALT 全国大会中に行わ
In addition, we have a new book review by
れますLD SIGフォーラム、LD SIG年次総会、及び総Yoko Munezane, and notices about important
会後行われますPINK COWでの親睦会についての詳細を記載いたしましたので、是非、お読みください。
dates for your diary: don’t miss the LD SIG
Forum on November 1st at PAC7 at JALT2008,「共同、協賛、協力」という精神を軸にまとめられ
the LD SIG Annual General Meeting, and a par- た本号は、新たに宮原万寿子を共同責任編集者として迎え入れました。これを機に、過去三号にわたり、
ty afterwards with the CUE SIG at the fabulous
編集に携わってきた私（アリソン・スチュワート）も、次Pink Cow.
号からジム・ロバートソンにそのバトンを手渡すこととIn what is now becoming a tradition of sharing なりました。ジムは今号も休暇中の海の向こうからシャ
responsibility and mutual self-development, this ドウー・エデイターとして、編集と校正に参加してくれ
issue welcomes on board Masuko Miyahara as
ました。
co-editor. Having had the privilege of working
今回も多くの方々の協力なくしては発行にたどりつ
on Learning Learning for three issues, I will now けなけなかったことは言うまでもありません。特に校
be passing the baton on to Jim Ronald, who has
正や翻訳に多くの時間を割いてくださった皆さん（エbeen shadowing this time round and helping out レン・ヘッド、下絵津子、入江恵、マーサ・ロバートソ
ン、マイケル・キャロル、原田菜穂子、ステイシイー・ヴ
with editing and proofreading from the other
ァイ、湧井洋子 敬称略 ）に深く感謝いたします。
side of the world. As always, Learning Learning
また、投稿してくださった筆者の皆さんにはもちろんのhas relied on the amazing goodwill and coopことですが、各掲載記事の要訳を引き受けてくださっeration of a diligent team of proofreaders andた協力者の方々にも感謝の意を表したいと思います。
translators. Thanks go to Ellen Head, Martha「学習の学習」
では多くの方からの投稿をお待ちしRobertson, Stacey Vye, Michael Carroll, Kay Irie,ております。筆者として、あるいは、編集チームの一員
Etsuko Shimo, Yoko Wakui and Naoko Harada.
として、ご興味のある方は多いに歓迎です。是非、我And of course, a round of applause to all con々にご一報ください。
tributors.
秋の夜長、少しお時間のあるときに本号をお読み
If you would like to be involved in Learning
いただければ、うれしいです！ご意見、ご感想等、お待Learning, whether as a writer or a member of
ちしております。編集チームにご連絡いただくか、またはLD SIG DISCUSSION LIST (discuss@ld-sig.org)
the editorial team, please let us know. Newにご投稿く
ださい。皆さんからのご意見やアイディアがmembers, new ideas and new ways of doing
この研究会の原動力となっておりますので、
是非、おthings are what keep the SIG alive and kicking!
聞かせください！
We hope you enjoy the issue. Please feel free
共同責任編集者
to share your reactions, comments and quesアリ
ソン・スチュワートと宮原万寿子
tions on the LD SIG Discussion List (discuss@
ld-sig.org) or by emailing us directly.

Best wishes
Co-editors
Alison Stewart(stewart_al AT MARK hotmail.com)
Masuko Miyahara(MasukoM AT MARK aol.com)

2 — Learning Learning 2008 • Vol 15.2

ZZ Coordinator's message

コーディネータからのメッセージ 2008年10月
こんにちは。私は休暇と研究を兼ねてきているニューヨーク滞在も終盤を迎えていますが、皆さんはい
かがお過ごしですか。近年私にとって、ニューヨーク
滞在は自律学習について考え、また、自分をリフレッシュさせる貴重な機会となっています。滞在中の一番の楽しみは妹とそのパートナーとの会話です。芸術分野で多数の教育的プロジェクトに関わっている二人との話は実に考えさせられる事が多くあり、詩、文芸、文学、哲学の分野と自律学習やカリキュラム
研究との接点を見出そうとしているわたしにとっては、たいへん有意義で興味深い話ばかりでした。
今夏の収穫は、なんといってもプロジェット・ゼ
ロ (Project Zero) というハーバード大学教育大学
院主催の研究機関を知ったことです(http://www.
pz.harvard.edu/index.cfm)。こちらのリンクをちょっとかいま見ただけでも、過去四十年間にわたり、この教育機関が成し得てきたすばらしい業績に呆然とさせられます。その中でも特にわたしの注目を引いたのはArtful Thinking (http://www.pz.harvard.edu/tc/
index.cfm)と Visible Thinking (http://www.pz.harvard.
edu/vt/VisibleThinking_html_files) と呼ばれているサイトです。初等教育に比べて、高等教育での教育に関するリソーウス (educational resources) 不足を痛感させられると同時に、この概念はどのような教育現場にでも応用可能であることに気がつきました。
ここに挙げられている考えは特に新しいものではありませんし、皆さんにとってもなじみの深いものだと思いますが、非常にうまくまとめてあります。自分の授業や自身のティーチングに対する姿勢について自問自答させられます。もし、ご自分のティーチング
やラーニングについて、もう少し考えを深めたいとお考えであれば役に立つ貴重なサイトです。LD SIGフォーラムに向けて、準備中である私たちにとっても一度、チェックしておきたいサイトです。
学習者ディベロップメント研究部会は11月東京で開催されますJALT大会にもちろん参加します。詳細は今号に記載されておりますが、特に11月1日は
LD SIGフォーラム、SIG総会、懇親会と予定が目白押しです。たくさんのメンバーの方々にお目にかかれるのを楽しみにしております。また、SIGテーブルや
EME（Educational Materials Exhibition 出版社関係
席）を手伝っていただけるボランテイアの方々が必要ですので、お時間のある方は是非ご協力をお願い致します。
LD SIGフォーラムは楽しみですが、総会にもたくさんの方々の参加をお待ちしております。各委員は個人的な理由や仕事や研究の都合で、新旧交代がよぎなくされておるのが現状ですが、シャドーイング
制度は出版関係においては、順調のようです。会計は河津佳子さんがしっかりと仕切ってくださっております。2008年も終わりを迎えようとしておりますが、

おかげさまでLD SIGの活動は全国的にも、地域レベルでも活発に行われ、今後も現在同様、あるいは、それ以上にLD SIGの活動が広がり続けていくことを期待しています。
11月に多くのメンバーの方にお目にかかれるよう楽しみにしていると同時に、今後の皆様の益々のご活躍をお祈りしております。
ヒュー・ニコル

Coordinator’s message
October 2008
Greetings all from New
York City. I am writing
this message while still
enjoying the end of mysummer research trip
and holiday: time I've
found increasingly usefulin recent years for gaining fresh perspectives on
issues related to learnerautonomy. One of the best parts of my visit hereis the chance to swap stories with my sister andher partner, both involved in arts education
projects. Their experiences segue in inspiringand challenging ways to my efforts to develop
a vocabulary for an interdisciplinary discussion of poetry and poetics, literary studies, andphilosophy in relation to learner autonomy andcurriculum reform.
One project that I've learned about this year
is Project Zero, http://www.pz.harvard.edu/
index.cfm, a research project sponsored andcoordinated by the graduate school of education at Harvard University. A quick visit to
the site may leave you in awe at the range of
projects that they have developed over the past
forty years. Two of the most immediately appealing sub-sites are Artful Thinking http://
www.pz.harvard.edu/tc/index.cfm and Visible
Thinking http://www.pz.harvard.edu/vt/
VisibleThinking_html_files/VisibleThinking1.
html. My encounter made me wonder why college and university teaching seem so lacking incomparison with the education resources focused on K-12 programs, but it is also clear thatthe thinking routines described there are portable to any institutional setting. The thinking

Learning Learning 2008 • Vol 15.2

—3

ZZ Coordinator's message
routines discussed are not new, and will no doubt be familiar to many, but they are well-organized,
and lend themselves to reflecting on one's teaching, and re-evaluating our classroom practices.
If you are interested in stimulating your thinking about teaching and learning, these sites should
prove inspiring and useful as we prepare for this year's Forum at the national conference.
Learner Development will, of course, be in Tokyo for PAC 7 at JALT2008 at the end of this month,and our big day will be Saturday, November 1st. Further details about the Forum, AGM, and annual SIG party are included in this newsletter, and I hope to see as many members as possible atour scheduled events and at the other learner autonomy themed presentations. We also need as
many volunteers as possible to welcome new and old members at the SIG table in the EME (theEducational Materials Exhibition or publishers area) so please try to make a bit of time to lend a
hand.
I am especially looking forward to the Forum and to a lively AGM discussion on future directions for the SIG in the coming year. At least some committee members will need to change hatsor take a step back from their current roles to focus on research, family responsibilities, or tosimply make room for new initiatives. Our system of shadowing committee positions is working
well (especially for our publications team), and our fantastic treasurer, Keiko Kawazu, is keeping
the books up-to-date, so I’m happy to report that we are moving toward the end of 2008 having
hosted national and local events, and can feel confident that we will keep on keeping on next
year. From all the members of the committee, all the best with your teaching and learning; we’relooking forward to seeing many of you at PAC7 at JALT2008 next month.
Hugh Nicoll

Getting Your Copy ofMore Autonomy You Ask

J

ALT2006 saw the official launch of More Autonomy You Ask (MAYA),
edited by Eric Skier and Miki Kohyama, and featuring 13 research chapters exploring learner and teacher autonomy in a Japanese context, withguest chapters by Stephen Krashen, Chitose Asaoka, and Terry Lamb. Clickhere for more details.

More Autonomy You Askのご購入についてM

ore Autonomy You Ask(MAYA)はJALT2006において公式に出版されました。MAYAの特徴はEric Skier とMiki Kohyamaによる編集、そして日本における学習者と教師の自律性を探る13章にわたる研究論文とStephen
Krashen, Chitose Asaoka とTerry Lambが書いたゲストチャプターです。購入方法についてはここをクリックしてください。

4 — Learning Learning 2008 • Vol 15.2

ZZ People: Self Introductions

Self-Introduction by new members
メンバー自己紹介

Tanya McCarthy
Kanda University of International Studies
Email: rastanya AT MARK gmail.com
Hi everyone! My name is Tanya McCarthy and I am a brand newmember of the LD SIG. So far, I have only been to one meeting,but I hope to become a more active member as I feel that this
SIG has a lot to offer to those interested in learner development.
Currently, I work as a learning advisor in the self-access center at
Kanda University of International Studies in Chiba. As an advisor,
I help learners to become more aware of their role in their learning, and help them to take more
responsibility for their development. I have been doing this for only a few months, but it has beenvery rewarding. I hope to meet more of you in the coming months, and I look forward to sharingclassroom and advising experiences with you!

ターニャ・マッカーシー
神田外語大学
皆さん、こんにちは。新しくLDSIGのメンバーとなったターニャ・マッカーシーです。まだ一度しかミーティ
ングに参加したことがないのですが、これから積極的に活動していきたいと思っています。現在は神田外語大学のセルフアクセスラーニングセンター（自主学習センター）
でラーニングアドバイザーとして勤務しています。アドバイザーの仕事の一環として、学生たちが自分たちの学習にもっと興味を持ち、そして自分たちの学ぶ姿勢に責任をもてるように手助けをしています。この仕事についてまだ数ヶ月ですが、とてもやりがいがあると感じています。近いうちに皆さんにお会いして、クラス内の出来事やアドバイザーとしての体験などを話し合えることを楽しみにしています。

Kayo Ozawa
Kyoritsu Women’s College and ICU High School
Email: kayo AT MARK ta2.so-net.ne.jp
I’m thrilled to join the LD SIG, as I have been looking for a group of
professionals with whom I can share ideas. I have been at ICU HighSchool for twenty years teaching literature, writing, and skills classes, toreturnees and non-returnees. Starting this April, I have started teaching a TOEIC and a Current Events class part-time at Kyoritsu Women’sCollege, in addition to teaching just one literature class at ICU High. I have found teaching at
the Women’s College to be a totally new experience, since the students have all been taught by
the grammar-translation method, not immersion. I look forward to attending the LD SIG gettogethers to gain ideas of how to bridge the “gap” between these two different learning styles, andhow to enable my university students to become autonomous learners despite the fact that thesyllabus for these classes is prescribed.

Learning Learning 2008 • Vol 15.2

—5

ZZ People: Self Introductions

小沢佳代
共立女子大学、 国際基督教大学高校
今回、初めて学習者デイベロプメント研究会に入会することが出来、光栄に思っております。学習者としての経験、そして教師としての実践を、プロの教師が集まって話し合える場を探してからです。私はICU高校で２０年ほど教鞭をとってきました。主に、帰国生そして一般生対象に、文学、英作文をして英語の４ス
キルを教えてきました。そしてこのたび、４月からはこの高校で文学を教え続けるかたわら、共立女子大学
でTOEICと時事英語の授業を担当する機会に恵まれました。この職場の変化は、今までのイマージョンを中心とした教え方ではなく、主に訳読法で英語を学習してきた生徒を対象に教えることになり、その変化に戸惑いを感じております。今後、この研究会を通じて、イマージョンと訳読法を埋めるアイデイアを探求し、皆様と共有できればと思っております。そして、それが生徒の、そして教師のオートノミーに繋がっていけばと思っております。未熟者ですが、どうぞ宜しくお願い申し上げます。

Please send in your own self-introduction with a photo for the next issue of Learning
Learning in April 2009!

As ever, the heart of Learning Learning is the living contact between
us all. What’s been getting you excited, puzzled and motivatedwith learner autonomy recently? Send in your short reflections,
ideas and articles. We want to hear from you! Let’s keep on making theconnections!

「学習の学習」の真髄は私たち全ての間での生きたやりとりにあります。このところ学
習者の自律に関してあなたは何に興奮し、戸惑い、心躍らせているでしょうか？皆さんの意見、アイディア、そして記事を送ってください。みなさんからの声を待っています。より良い関係を作っていきましょう。

6 — Learning Learning 2008 • Vol 15.2

ZZ Reports

Getting Connected:
Local Get-together
Reports from Hiroshima
and Greater Tokyo
つながりを求めて：広島・東京エリ
アミーテイング
地域別に行われているエリアミーテイングは常にお互いをサポートし合い有意義な意見交換の場となっています。今回はジム・ロナルドが広島から、また、入江恵と宮原万寿子が東京から、最近の活動を報告します。広島ではプロジェクトに取り組む話しが出ているようですが、実現させるには、皆様からの力が必要となってきているようです。東京エリアでは、4月にコーディネータの交代が行われ、新たにテーマと文献を事前に告知してから集まるようになりました。エリアミーテイングは日頃皆様が気になっている事を気楽に話し合えるまたとない機会です。多くの方の参加をお待ちしております。

Hiroshima Area 広島
Jim Ronald ジム・ロナルド
The Hiroshima Learner
Development get-togethers havebeen happening, usually on amonthly basis, for close to a wholeyear now. Attendance has ranged
from approaching twenty in earlymonths to, typically, three or four
people in recent meetings. Typically, too, teachers joining the get-togethers have been a mix of
LD SIG members and non-LD SIG members,from within Hiroshima City and from as far
away as Fukuyama or Onomichi.
Teachers have come to the meetings with arange of expectations: to meet other teachers
and talk about shared concerns such as classroom control or oral testing, to learn about
LD-related issues, and to socialize after the
meetings. Get-togethers have been planned withthese three types of expectations in mind: starting with a “Bring your problems” advice time,
followed by short led discussions on practicallearner development-related topics, such as theuse of graded readers or dictionaries, and usually finishing with a meal together. In our firstmeeting, Maria Trovela (now, sadly (for us!), in
Tokyo) suggested that we use the get-togethers
as a springboard for actually doing learner development. The meetings may well serve thispurpose in a general way, but we are still waiting
to see fruit in the form of joint projects or action
research that investigate or promote learner development. Watch this space!
At present, we are in the middle of discussing
how the LD get-togethers can better serve thelanguage teaching community in Hiroshima.
Regular participants, most of us LD SIG members, could list the many different ways in which
we have benefited from these get-togethers, but
the recent low turnouts suggest that we are simply not attracting enough teachers. Any suggestions very welcome!

Greater Tokyo area 東京
Kay Irie and Masuko Miyahara
入江恵、宮原万寿子
At the May get-together inTokyo, Stacey Vye and Mike Nix,
who had been coordinating theTokyo meetings, handed overthe baton to us, Kay Irie andMasuko Miyahara. On behalf of
the Greater Tokyo LD SIG members, we would
like to thank them for their initiative, enthusiasm,
and coordination for the 18 months since our firstget-together in February 2007. Otsukare-sama
to both! Together with everyone in the area, we
hope to keep up the open and friendly atmosphere of the meetings and continue to grow as acommunity to support each other as teachers andlearners as well as researchers.
We have been meeting on the second Sundayof every other month. The notice of the meeting
now including a theme for discussion is sent out
a few weeks in advance to the members in thearea. If you are in the area, and are not receiving
this email, please let Stacey Vye (stacey.vye@
gmail.com) know. The get-together is open to allmembers. Your suggestions for discussion topics
and formats are greatly appreciated.
The Greater Tokyo LD SIG welcomes LD SIG
members from out of town, and even non-LD members. Please join us in our next meeting in January!

Learning Learning 2008 • Vol 15.2

—7

ZZ Recent Events

Synergistic
Collaboration
Rocks! The JALT/JACET
Regional Conference
at Chukyo
University, Nagoya
揺るがすシナジー効果：第一JALT-JACET合同大会(
名古屋）
Martha Robertson,
Aichi University,
Toyohashi Campus
マーサ・ロバートソン
愛知大学 豊橋キャンパス

ferent structures and practices met to achieve a
common goal. Conference participants sharedin the synergy as they listened to presentations,engaged in Q & A sessions, browsed the publishers’ offerings and socialized with colleagues
from a variety of educational institutions acrossCentral Japan and beyond.
The Conference took place on Saturday, June
14th at Chukyo University’s Nagoya Campus,
the day before the LD Retreat at neighboring
Nanzan Gakuen Research Center. Over 150
participants took part, choosing from nearly 30
presentations during the morning session. In
the afternoon, participants came together fora talk by Professor Hideo Kojima of Hirosaki
University, Promoting Learner and Teacher
Autonomy: Collaborative, Autonomous, andReflective Approaches to ELT. Afterwards,
the audience had an opportunity to engage
Professor Kojima in a lively Q & A session. Such

Email: marrober AT MARK alumni.
iu.edu
JALT及びJACET中部支部主催による、JALT/
JACET初の合同大会が６月１４日、中京大学名古屋キャンパスにて行われました。当日は１５０人を超す参加者があり、小嶋英夫氏（弘前大学）
による基
調講演、Promoting Learner and Teacher Autonomy:
Collaborative, Autonomous, and Reflective Approaches
to ELTを皮切りに、多数の会員の発表が行われました。また、境賛三氏（中京大学）、Nanci Graves氏（神戸インターナショナル・コミュニケーション・プログラム）、Juanita Heigham氏（杉山女学院）
をパネリストに迎え、木村友保氏（名古屋外国語大学）の司会でシン
ポジウムも開催され、活発な論議が繰り広げられました。二団体の初の合同共催を祝う懇親会をもって閉会されたこの大会は、多くの方々の参加により大盛況に終わりました。

“W

hat, pray tell, is Synergistic
Collaboration?” asked many people
when the Chubu Chapters of JALTand JACET announced the first JACET/JALTRegional Conference, Toward a Synergistic
Collaboration in English Education. The
Conference name derives from the spirit inwhich teams from two organizations with dif-sessions were an integral part of the day, allowing participants to personalize the exchangeof ideas and receive answers to individual concerns that are often overlooked in more formal
Conference settings.
Following Professor Kojima, was a
Symposium, moderated by Professor Tomoyasu
Kimura of Nagoya University of Foreign Studies.
The opening speech by Professor Sanzo Sakai
of Chukyo University, Integration Cycle of ‘World
Englishes’ Concepts: From High School to Graduate
School at Chukyo University, described a pilot program developed by Chukyo University involving
high school, undergraduate, and graduate students in the study of World Englishes. The cycleof integrated coursework challenges the established paradigms of English Language educationand offers a model for reforming secondary andpost-secondary English education in Japan.
The second Symposium speaker, Professor Nanci
Graves of Kobe International Communication,
posed the question “What difference does
Autonomy make?” Drawing on her experience in

8 — Learning Learning 2008 • Vol 15.2

ZZ Recent Events
teacher education, Professor Graves illustrated
how learner autonomy inspires teachers to engage
in self-development and how collaboration withcolleagues serves both teachers and students by improving classroom practice.
The third speaker, Juanita Heigham of
Sugiyama Jogakuen University, spoke about
her role in developing the University’s
Communicative English Program in which bothfull-time and part-time teachers work together
to develop and maintain an integrated English
curriculum. Claiming that The Proof is in the
Pudding, Professor Heighham described theProgram as “an example of the synergy that
dedicated professionals can develop and enjoy”
when autonomous learning and collaboration
among teachers is encouraged and nurtured.
Synergy-inducing socialization took placethroughout the day. Comfortable lounges invitedthe informal exchange of ideas among participants, and the publishers provided drinks andsnacks for morning and afternoon coffee breaks.
At the day’s end, a buffet was served to celebrate
the coming together of the two organizations. As
one organizer commented, the day was not only
an opportunity to exchange ideas, but also “a great
way to meet a whole bunch of new friends and colleagues.” Although “synergistic collaboration” mayelude succinct definition, synergy was evident in
the energetic exchanges among participants and insmooth collaboration of all components - facilities,
publishers, organizers and participants - coming
together to create an enjoyable and edifying day.
Synergism, in Christian theology, is the doctrinethat human will and the Holy Spirit work together
to manifest spiritual regeneration. Although theConference organizers cannot claim to move insuch sanctified realms, there was indeed something transformative in the journey from idea toreality. Now that our first joint venture has beena success, we hope that other JALT groups willreach out to our JACET colleagues and initiate
further opportunities for collaboration. For, in thewords of Conference organizer, John Gunning,“Synergistic collaboration rocks!”
The Conference team would liketo thank the LD and CUE SIGs fortheir generous support of thisventure.

POETRY, MUSICAND SEX: FOOD FOR
THOUGHT AND SOUL
AT THE 2008 LD SIG
RETREAT IN NAGOYA
ポエム、ミュージック、そしてセックス：２００８LD
SIGリートリト報告
Alison Stewart,
Gakushuin University
アリソン・スチュワート 学習院大学
Email: stewart_al AT MARK
hotmail.com
去る6月15日、名古屋の南山大学研修センターで行われましたLD SIGリトリートについてAlison Stewart
が報告します。同リトリートはCrossing Boundaries:
An Interdisciplinary Approach to Learner Autonomyというタイトルで開催されました。Hugh Nicoll のLiterature and Autonomy, Stacey Vye のUsing Music
for Listening and Discussion in the Classroom, Prisca
Molotsi の Creating Songs in the Classroom、そしてMarlen Harrison のLanguage Learner Identities andSexualityという四つの熱気にあふれるクリエイティブなワークショップが行われました。当日交わされた活発な議論と、その後の参加者のリフレクションから、今回のリトリートがとても楽しく、充実したひとときであったことがよくわかります。

If the idea of a retreat conjures up imagesof solitary and silent contemplation awayfrom the hustle and bustle of ordinary life,
then the title of this report may strike you as
somewhat odd. The one-day retreat at Nanzan
Gakuen Research Center in Nagoya on Saturday,
June 15th was a full day of lively workshops addressing a common theme: Crossing Boundaries:
An Interdisciplinary Approach to Learner
Autonomy. The reflections, the “aha’s” and “doggie bags,” that participants were asked to writeat the end of the day confirm that the retreat leftLearning Learning 2008 • Vol 15.2

—9

ZZ Recent Events
people feeling as energized and refreshed as if
they had spent the time at a spa.
The LD SIG retreat took place the day after
the seminal JALT-JACET conference at Chukyo
University, and about a dozen participants took
advantage of the chance to attend two events in
one weekend. Just a short walk away from theconference venue, the Nanzan Gakuen ResearchCenter offered simple but comfortable accommodation in a quiet, leafy corner of the university area of Nagoya. Thanks to the seamlessly
efficient organization of Robert Croker, assistedby Ashurova Umidahon and Toru Terai, LD SIG
members were able to relax completely.
For the overnighters, the event started off theevening before with a walk through the groundsof a nearby temple, stopping to admire a selection of bugs captured by a band of intrepid smallboys, and ending up at the Rosetta Stone pub.
Here, we crammed into the tiny bar to listen to
the amazing Prisca Molotsi singing the blues,
joined halfway through by Marlen Harrison who
gave his own fabulous rendition of Summertime.
The morning of the retreat started early for a
handful of the participants, who cleared theirheads with a morning stroll around the temple,
while others lingered over breakfast and in thequiet sunny corners of the Research Center.
Gradually, people rolled in, over 30 in all, hailingfrom far and near, and seated themselves aroundthe spacious seminar hall.
First up was High Nicoll, talking about
Autonomy and Literature. He shared with us
his use of a range of poems, activities aimed at
evoking an emotional response from learners
and enabling them to find, construct and sharemeanings in texts. His ideas struck a chord with
Ellen Head, who reflected that the session had
prompted her to think about “how to share thethings we love with students… choosing (texts)
appropriately, the passion of the teacher, offering
space and time for students to have chance toread a text many times, introducing paradigmsof narrative construction, e.g. ‘hero archetypes’:
cultural knowledge to help students ‘get it’”.
Next came Stacey Vye with a session on
Using Music for Listening and Discussion in theClassroom, where she showed us how she transforms song lyrics into texts that could be employed in a number of novel, creative activities.

Stacey had us all working in groups completinga gap-fill activity with Alanis Morisette’s song,“You Learn” and that led naturally to discussion
and brainstorming about how we would use thiskind of activity in our own classrooms and how
music might enhance learner autonomy by motivating students to search for songs they loveand sharing them with others.
After lunch, Prisca, still in excellent voice,arrived to talk about Creating Songs in theClassroom. She took us through a variety of different genres of music - blues, jazz, calypso, rap- and showed how music can raise learners’ (andout own) awareness of features of the language,
particularly rhythm, stress, diphthong and liaison. Above all, she demonstrated that our voice
is an instrument, something we can use for thesake of performance and pleasure.
Our last presenter was Marlen, whose theme
was Language Learner Identities and Sexuality.
Marlen’s stories of learners who “discover” orfeel empowered to express gay sexuality throughEnglish led all of us to reflect on our identities
in the classroom. In addition to being teachers,
we inevitably carry a baggage of identities withus that influence what we do and how others see
us. As Etsuko Shimo commented, “I agree that
identities are made up of various aspects: society, culture, family values… all of them influence
our identity. I’m sometimes thinking of what I
do as a woman, as a female teacher, or as a wife,
and it’s always about relating to others in society,of course.”
Each of the sessions was packed with ideasthat stimulated and provoked in-depth discussion and reflection. A number of participantscommented that the sessions and the discussions encouraged them to explore previously
untried ground, such as music or poetry, in theirown lives and with their students. As one person
wrote, “After a teacher-supported introduction
to music in the classroom, even a person like me
who is not very interested in music, can use thestudents’ interest to develop activities that are
student-selected and student-developed for autonomous learning opportunities”.
The relaxed atmosphere encouraged frank
discussion among participants. After hearing aparticipant use the term “airy-fairy” in reference
to the inclusion of extra-linguistic topics in the

10 — Learning Learning 2008 • Vol 15.2

ZZ Recent Events
language classroom, Ellen reflected: “I wonder
if we need to find academic vocabulary to honour working “airy-fairily” with its implicationsof using space and creating magic… actuallyperhaps this is a great new term we could use?”
Another participant responded to Marlen’s session: “Sexual identity: do we have to address thisas teachers?” These questions demand serious
consideration, and it is a credit to the friendly,
open atmosphere of the retreat that differencesof opinion could be voiced and discussed constructively.
Learner autonomy was at the heart of all
the sessions. Coincidentally, all of the presenters quoted or made reference to David Little,
confirming the close connection between questions of identity and artistic expression withautonomous learning. The concept of autonomy
figured significantly in the reflections of Retreat
participants. A newcomer wrote, “It was myfirst LD event and I felt warmly accepted. I’m
now interested in learning more about what autonomy is and what it’s not”. Another participant
admitted to having “become a little jaded withthe whole English teaching scene of late… it’s
good to know that there are teachers out there
motivating students to invest themselves in theirlearning, to take care of it, and that there are still
schools/venues out there that let teachers do
this.” The reflections underscored the continuing interest and deep commitment of LD SIG
members in discovering and implementing new
avenues toward learner autonomy.
At the end of the day, there is no denying that
putting together an event like this involved agreat deal of work for the organizers, Robert,
Ellen and Martha, and a great deal of preparation on the part of the presenters, Hugh, Prisca,
Stacey and Marlen. However, the camaraderie
and spirited discussion during the day and thefeedback from the retreat participants gave theimpression of a day of fun and open-mindedness, essential qualities for crossing boundaries
and exploring new territory. One participantsummarized the experience as “Unlike a workshop… where you are expected to do something
productive and pressured to squeeze out some
output … the LD event felt like a spa retreat,
healing both body and soul, enjoyable and satisfying”. Despite the hard work, the organizers

and presenters felt much the same way. On theshinkansen ride home, Ellen was moved to compose the following poem, with which we shallend this report of the 2008 LD SIG Retreat:
We went to a bamboo forest
to a very light rooma space to contemplate
where work and love meetlove of music/poetry/words/people
a profession that just might be sacred
might be a way of just getting by
on days like this I’m proud and comfortable
to be a learner-teacher-facilitator
active-subject-magical-realist-airy-fairyparticipant-observer
amateur-ethnographer
talk about identity, talk about sexuality, talkabout love
love of men/love of women/love leaving self
behindco-constructing many meanings spiraling out
to trains of thought, new understandings ofpast, new energy for future teachings andmeetings, more music tomorrow.

Learning Learning 2008 • Vol 15.2

— 11

ZZ Recent EventsAt this year’s AILA (International

Report: AILA
Association of Applied Linguistics)
conference in Essen, Germany, the ReN
Research Network (Research
Network of ) Learner Autonomy
symposium,organized by Terry Lamb andon Learner
Garold Murray, was held on the morning ofWednesday, August 27, the middle day of theAutonomy inone-week conference. Titled Identity, Motivation
Language Learning and Autonomy: Exploring their links, the symposium featured the following six papers;
Symposium at 15th Motivating learners to speak as themselves byUshioda, A realist perspective on autonomy,
World Congress of Ema
agency, and identity by Xuesong (Andy) Gao,
Motivation, and Autonomy: A Chinese
Applied Linguistics, Identity,
Perspective by Xiaoli Jian, Identity, motivation
and autonomy in long-term EFL learning traEssen, Germany

jectories by Martin Lamb, “I failed because ofEnglish”: Agency of Arab Medical Students by
Diane Malcolm, and The desire to help: Identity
and motivation in fostering autonomy by Hayo
Reinders and Noemí Lázaro.
As the first speaker, Ushioda discussed reasons why we should value learners’ identities
in our teaching and research and encouragethem to speak as themselves in their L2. Fromthe beginning, Ushioda made her critical stancetoward the previous studies on L2 motivation
Kay Irie, J.F.
clear. These had been predominantly carriedout in the psychometric tradition with learners
Oberlin University
perceived as “componentized subpersonal parts
入江 恵 桜美林大学
orchestrating courses of action (Bandura, 2001,p2)” and not as people. She emphasized that
Email: kayirie AT MARK mac.com
findings from such research and abstract models
tended to lead teachers to generalize types of
本年度のAILA世界大会（於ドイツ・エッセン）の中日 learner behavior and attitudes as well as meth（８月２７日）に行われた「アイデンティティ・モチベ
ods of dealing with them. On the other hand,ーション・オートノミー ：関連性の探求」と題された学
theories and studies of autonomy and practice
習者オートノミー・シンポジウムの概要を入江恵がレ
ポートします。様々なコンテクストに基づいた質の高 provide more insights into learners’ minds as
い六つの研究発表は、独自の視点にたちながらも、 they are treated as fully rounded people with soモチベーションはオートノミーに必要不可欠要素であ cial identities and situated in particular contexts.
り、アイデンティティがそのモチーベーションに大きく At the end of her talk, she stressed the impor関連していることを示唆しています。
tance of invoking students’ own transportable
identities in classrooms, as being able to speak
as who they are is indispensable to their L2 motivation. Although I was initially a little taken

レポート：第１５回AILA世界大会AILA言語学習者
オートノミー研究者ネット
ワーク(ReN)シンポジウム（ドイツ・エッセン）

12 — Learning Learning 2008 • Vol 15.2

ZZ Recent Events
aback by how strongly she stated her position
against quantitative research on L2 motivation,
I was relieved to hear her recognition of themerit of the approach and expectation of more
mixed-method studies in the future. Opening
the symposium, Ushioda’s talk effectively set thestage for the subsequent presentations of clearly
contextualized studies.
Following Ushioda, Gao, Jiang, Lamb, andMalcolm presented their own interview-based
studies in specific contexts in Hong Kong,
China, Indonesia, and Bahrain respectively.
Drawing on a case study of a student from mainland China in Hong Kong learning Cantonese(social language) and English (academic language), Gao illustrated the learner’s strategic
learning capacity, metacognitive knowledge andstrategies facing sociocultural differences andlanguage barriers. Jian presented the particularity of autonomy of Chinese students and different forms shaped by different learner identities
under the influence of school and family education. Her distinction of proactive, semi-active,
exam-active, and teacher-active autonomy wasan original and useful way to conceptualize
autonomy. Malcolm’s study was unique in thesense that she examined four medical students
who faced academic failure in Bahrain. She portrayed their attitudes to English, attribution ofacademic success or failure to English ability andmeasures adopted to deal with the problems.
Lamb’s longitudinal study of Indonesian teenagers was of great interest to me as its primary
focus was on the changes over time of young
learners’ perception of themselves as L2 users.
Lamb studied a small group of Indonesian juniorhigh students (Lamb, 2007) and the motivation
gained from identification processes not withnative-speakers of the language but with a future self whose competence in English opened
avenues to academic and professional successes
as well as diverse forms of other benefits. Lambrecently returned to interview some of the motivated students who are now 17 or 18 years
old. Among other things, he discovered that his
students’ images of their future L2 selves havebecome much more elaborated and focused,
and that English was strongly implicated in the
future self-images of autonomous learners. He
speculated that comparing the future self-imag-

es of more/less autonomous learners may provide more insights into how the vision of future
L2 using selves relates to the development andlack of autonomy.
Contrary to the preceding studies, the final
presentation of the symposium by Reinders
and Lázaro shifted our attention from learners to teachers promoting learner autonomy; alarge-scale study with managers of 46 self-accesscenters in five countries (Germany, Hong Kong,
New Zealand, Spain and Switzerland). Their
analysis revealed the teachers’ beliefs about selfaccess center, conflicts between their beliefs andstudents’ beliefs, and conflicts between theirbeliefs and (de-)motivating factors. The lastpoint included such factors as lack of integration
to the institution, understanding among colleagues, funding, and professional training andproper recognition. Reiinders and Lázaro clearly
emphasized that the managers’ beliefs aboutautonomous language learning and the conceptof agency, the roles they fulfill everyday, are inseparable from the concepts of motivation andidentity. In addition to the slides of the presentation, many of their publications on the study areavailable online http://www.hayo.nl/self-access.
html.
The symposium was much too short to do justice to the presentations, as only 15 minutes wasgiven to each speaker. However, I was impressedby the speakers’ professionalism in delivering
concise and effective talks and finishing on timethus allowing some time for Q&A in the middle
and at the end of the symposium. One of thequestions raised from the floor was about how
the presenters viewed the relationship between
identity, motivation and autonomy. Although adefinitive answer that would satisfy everyonoe
was not expected, Martin Lamb offered his
view: “Part of our identity is the self we want tobecome, and the vision of this future self is an
important component in motivating us to learn,so it may push us towards autonomous learning(at least in contexts where formal school does
not seem to provide for this vision)” (comment
confirmed by Lamb). All the presentations of thesymposium shared a common view that motivation is a prerequisite to autonomy and identity
plays a significant role in motivating students.
Investing your limited time at a conference

Learning Learning 2008 • Vol 15.2

— 13

ZZ Recent Eventson a two-hour symposium is a big decision to
make. But the room remained full for the wholetime unlike some other symposiums I went to inwhich people came and left in between presentations. It clearly showed the high standard of
the presentations as well as the growing interest
in autonomy in language learning and teaching.
I felt the last two hours of my stay at the conference were well spent.
Conference website for abstracts:• http://www.aila2008.org/symposiaindividualpapersposters.html
References
Bandura, A. (2001). Social cognitnive theory:
An agentic perspective. Annual Review of
Psychology, 52, 1-26.
Lamb, M. (2007). The impact of school on EFL
learning motivation: An Indonesian casestudy. TESOL Quarterly, 41(4), 757-780.
Publications on the studies
presented:
Gao, X. (in press. 2008). Shifting motivational
discourses among mainland Chinese students
in an English medium tertiary institution in
Hong Kong: A longitudinal inquiry. Studies inHigher Education, 33.

Gao, X., & Benson, P. (in press, 2008). Situating
student approaches to learning English in a
Chinese context: A re-interpretation of two
tertiary vocational learners’ experiences.
Asian Journal of English Language Teaching,18.
Lamb, M. (in press). Situating the L2 Self: Two
Indonesian school learners of English. In Z.
Dörnyei & E. Ushioda (Eds.), Motivation,
language identity and the L2 self. Clevedon:
Multilingual Matters.
Reinders, H. & Lazaro, N. (2008). Current approaches to assessment in self-access. TESL-EJ
Journal, 11, 1-13.
Reinders, H, & Lázaro, N. (2008). Technology insupport of pedagogy: the case of self-access. In
Zhang, F. & Barber, B. (Eds.) The handbook of
research on computer enhanced language acquisition and learning (pp. 469-482). Hershey:
IGI.
Reinders, H. & Lázaro, N. (2008). The assessment of self-access language learning: practical challenges. Language Learning Journal,
36(1), 55-64.
Ushioda, E. (in press). A person-in-context
relational view of emergent motivation, self
and identity. In Z. Dörnyei & E. Ushioda (Eds)
Motivation, language identity and the L2 self.
Clevedon: Multilingual Matters.

14 — Learning Learning 2008 • Vol 15.2

ZZ Article: Feature Article: Nix & Miyahara

Linking Identity
and Language
Learning
アイテンテイテイと語学学
習の相関関係への探求

work done in this area, but we hope that our exchanges highlight the significance of identity inthe language learning process and raise issues ofinterest, and that the links help you follow thoseissues further.

Mike: Identity has
become a buzzword
in second language
acquisition research
Mike Nix,
and a key concept
for understanding
Chuo University
how language learnマイク・ニックス 中央大学
ing happens (ordoesn’t happen). PostEmail: mikenix1 AT MARK tamacc.
structuralist theories
chuo-u.ac.jp
of identity - which
see identities as conMasuko Miyahara,
structed and re-constructed in specific social
Internationaland historical contexts - played a big part in my
Masters Degree in Cultural Studies (which I did
Christian University
before becoming a language teacher). Now I’m
宮原万寿子 国際基督教大学
interested in using identity to help me better unEmail: MasukoM AT MARK aol.com derstand how the students in my English classes
can develop their language learning and use. But
the relevance of theories of social identity to for「アイデンテイテイ」の概念と語学教育の相関性を課題としている主な文献をマイク ニックスと宮原万 eign language classrooms is maybe not as obvi寿子の会話を１）
ソシアル アイデンテイテイと第二 ous as it is to second language learning contexts,
言語習得 ２）
日本におけるアイデンテイテイと言語 where learners are often using the language to
学習 ３）
アイデンテイテイとバイ（マルチ）
リンガリズ negotiate relationships in work, home and study
ム４）
アイデンテイテイ と言語教育現場という四つ environments. This is a point you raise, Masuko,の分野に分けてご紹介している全く新しい形式の文 in your interview with David Block in a previous
献紹介です。すべての文献にはリンクをつけおります issue of Learning Learning, People Who Cross
ので、どれもオンラインで瞬時に入手できます。今回、 Borders: Perspectives On Second Language
ご紹介できるのは「アイデンテイテイ」
に関する文献のIdentity. So what’s your interest in this area?
ほんの一部にすぎませんが、この分野への入口になれればと考がえております。

T

his is a re-constructed conversation frompost-structuralist and socio-cultural perspectives between Mike Nix and Masuko
Miyahara about issues of identity in language
learning with links to online articles, and bookpreviews, reviews and notices. Our aim here
is to provide a broad overview of some of themain areas of research on identity and language
learning: 1) social identity and SLA; 2) identity
and language learning in Japanese contexts; 3)
identity and bilingualism/multilingualism; and4) identity in the foreign language classroom.
It is by no means a comprehensive review of

Masuko: The issueof identity formationand its relation to language development
is the central themeof my research at the
moment. In a nutshell, I’m looking at
how learners (re)construct their identities,
and how this relates
to the individual’s
language development. Like you, I also understand the concept of

Learning Learning 2008 • Vol 15.2

— 15

ZZ Feature Article: Nix & Miyahara
identity from a post-structuralist, constructivist
position, and tend to look at it from a socio-cultural rather than a psychological orientation.
A useful, up-to-date introduction to thiswhole area is David Block’s 2007 book, Second
Language Identities. This book starts out byreviewing how identity became an issue forapplied linguists studying different language
contexts such as (1) adult migrant education,(2) foreign language classrooms and (3) study
abroad programs. Block gives readers an overview of the literature on identity research ineach context, and argues that much of the early
work underestimates or ignores the social aspects influencing identity formation in language
learning.

1. The turn to social identity insecond language acquisition
research
Mike: A short article that helped me understandmore about why some SLA researchers looked
to post-structuralist and socio-cultural theories
of identity in the mid-1990s is Char Ullman’s
Social Identity and the Adult ESL Classroom.
This explains how researchers like Bonny
Norton used the concept of social identity to
break with two mainstream ways of understanding SLA: one, a focus on the characteristics
of individual learners (their learning strategies,
motivation, language anxiety, etc), as fixed, ahistorical aspects of their personality; the other, a
reductive explanation of an individual‘s learning
styles and preferences in terms of their ethnicity.
Understanding identity as social made it clearer how a second language learner’s identity, andtheir ability to actually use the language for theirown purposes in specific environments, wereconstructed by the social and power relationsof those environments and by broader societal
discourses about gender, race, ethnic, class andother identities. It suggested, for example, thattheories about the importance for successful
language acquisition of comprehensible input, or
integrative motivation, or engagment in meaningful communication are not very relevant toMartina, one of the subjects in Norton’s (2000)
study of immigrant women in Canada. As a
Czech woman in Canada, Martina finds that her

Canadian co-workers position her as an immigrant - and therefore not a ‘legitimate‘ speaker ofEnglish - and won’t talk to her except to tell her
to go and clean the floor.
Masuko: That’s right. Back in the early 90s,
Norton’s work on immigrant women was regarded as pretty sensational, since up until thattime little thought was given to how language
learners are positioned by others and how thisaffects their access to language and their investment in learning it.
Much of Norton‘s work on social identity isavailable in the ‘Publications (& full texts)’ section of her website. This includes her first main
article in this area, Social identity, investment,
and language learning from 1995, and Fact
and fiction in language learning from the firstchapter of her book Identity and language learning: Gender, ethnicity and educational change,
published in 2000.
Mike: In this early work, Norton doesn’t ignore
these women’s experiences of classroom-based
language learning, but her focus is very muchon what she calls “the natural language learning experiences of the women in their homes,
workplaces, and communities”. It seems to me
that one useful consequence of this is to shift
the focus in thinking about successful language
acquisition from questions of how to learn alanguage to how to use it for ‘real’ purposes in‘real’ contexts. But this poses a challenge forthose of us working in the ‘unnatural’ language
learning context of ‘foreign language’ classrooms
in Japan: how does a theory of social identity,
subject positioning and language use in homes,
workplaces and communities, help us support
our students’ in-class language learning? Onevery general response is that because classrooms
are perhaps, in a sense, more ‘unnatural’, it ismore possible to reconstruct their social relations than in the world outside. This means wecan play a significant role as teachers in creatingclassroom environments in which learners are
positioned as legitimate users of the language
they are studying. Masuko, do you know of any
classroom-based research on social identity?

16 — Learning Learning 2008 • Vol 15.2

ZZ Article: Feature Article: Nix & Miyahara
Masuko: Well, there are quite a number of studies on identity in school contexts, although thefocus has been on second language, multicultural classrooms, rather than foreign language
learning contexts. One important early contribution, which applied Norton’s idea of social investment to the experiences of Chinese students
learning English in a high school ESL program,
was McKay and Wong’s Multiple Discourse,
Multiple Identities: Investment and Agency
in Second-language Learning among Chinese
Adolescent Immigrant Students. There’s also
Learning English in Schools: Identity, Social
Relations and Classroom Practice by Kathy
Toohey.
These early studies of identity and language
learning make a point that applies to both ESL
and EFL classroom contexts: in our interactions with others, we are not only exchanging
information, but also providing information
at the same time about who we are ourselves,
and who we think our listeners (or readers)are. Consider a simple conversational exchangesuch as “Where are you from? What do you
do?” with someone we meet for the first time.
Here, we may be genuinely interested in obtaining information about the other person but,whether consciously or unconsciously, we are
simultaneously “categorizing” them or ascribing “identities” to them. We not only wish to
be understood but also, I think, to be respected
and believed. In these terms, identity is a siteof struggle or a two-way process, in which anindividual is not only conditioned by her surroundings, she also has an effect on those surroundings.
Norton points out another important facet to
the notion of identity: its multiple and shifting
character. For instance, some students may be“good English speakers” in a certain community(such as back home), but in another context,
they may be regarded as the opposite. In fact, I
quite often see this happening with the students
in my present teaching context at a mid-sizedco-ed private university in Tokyo. What kindof implications this aspect of identity holds forlearners and their learning process is also intertwined intricately with affective factors characteristic of each individual learner.

2. Language learning andidentity in Japanese contexts
Mike: Speaking of the multiple and shifting nature of identity, there’s an interesting collectionof articles from 2002 that highlights this, written
by Japan-based teacher-researchers, and editedby Eton Churchill: The Language Teacher.
Special Issue: Social Identity and Language
Learning. As well as a short Interview with
Bonny Norton, it includes a number of articles
that raise issues and approaches that have become central in recent research on language
learners’ (and teachers’) identities.
Mika Toff’s article, A Language of Their Own:
Young Japanese Women Writing Their Life inEnglish suggests how writing in a foreign language can help students to explore, and re-construct, their own identities. Cheiron McMahill
looks at the intersections of gender, generational,
regional, professional and national identity in alinguistic co-construction of identity with her 74
year old neighbour, Mitsuko, in Dry Winds andBossy Women: Acquiring a Second Dialect
and Social Identity in Gunma, Japan. And in
Unfinished Business: Identity Formation andRejection Through Language Learning, Jackie
Beebe also looks at how language(s) can be used
to construct and re-construct identity in its multiple dimensions, in this case by someone moving
across linguistic and cultural borders.
Masuko: What I found particularly interesting in Cheiron McMahill’ s work was her studyof Japanese female EFL learners enrolled in a‘feminist English class’ where English is taught
through a ‘feminist second language learningpedagogy’ (McMahill, 1997:612). What is mostintriguing for me here is that through the discussions and interactions in class, the students
appeared to adopt new identities for themselvesof which they had no previous conception.
Following the course of the development ofthese female students through in-depth interviews, McMahill shows how they negotiated, or
voiced, their identities as members of international communities of feminists. This shows thatcertain pedagogical approaches can have significant implications on learners’ identity construction even in the rather formal setting of an EFL
classroom.

Learning Learning 2008 • Vol 15.2

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ZZ Feature Article: Nix & Miyahara
Mike: Another issue - what it means to be a‘non-native’ speaker of English - is addressed in
Toff ’s article and also in Keiko Sakui and Steven
Gaies’ Beliefs and Professional Identity: A
Case Study of a Japanese Teacher of EFL
Writing which explores the tensions in one
teacher’s professional identity. The use of narrative enquiry as a way of researching the dynamic, shifting quality of identity is a notable featureof several papers including Sakui and Gaies’ andan article by Yasuko Kanno, The Developmentof Bicultural Identities: Japanese Returnees’
Experiences. This brings us to another important area of work on identity, concerning issuesof bilingualism/multilingualism.

3. Identity and bilingualism/
multilingualism
Research on bilingual/bicultural or multilingual/multicultural identities throws light on what itmeans to say language learners and users havemultiple identities, on how they relate these different identities and how they move between
or negotiate them. For example, Yasuko Kanno
suggests, in a longer article, Bilingualism and
Identity: The Stories of Japanese Returnees,that for Japanese teenagers at high school in
Canada their bilingual identities involve botha desire to be part of the English ‘mainstream’of Canadian society and a desire to assert their
Japanese ‘uniqueness’. And she looks at theiridentities in terms of life stories to chart how
they move�������������������������������������
from seeing themselves as marginalised ‘non-native’ learners of English as a second
language in Canada to being more fully bilingualand bicultural after they return to Japan.
Post-structuralist perspectives also raise thequestion of what form the multiplicity of bilingual and multilingual identities takes: is it
the multiplication of identities (both Japanese
speaker and English speaker) or the emergenceof new hybrid forms of identity and cultural
third spaces? One article that suggests - against
the grain of its own individual-psychological,
additive/subtractive model of identity - howbilingualism and biculturalism can take ahybrid form is The Influence of Partial
English Immersion Programs in Taiwan on
Kindergartners‘ Perceptions of Chinese andEnglish Languages and Cultures by Ya Ling
Chen.
Masuko: A major book in the area of bilingual/multilingual identity is Negotiation of identities in multilingual contexts, editied by Aneta
Pavlenko and Adrian Blackledge. The articles
in this collection look at identity negotiation
in local contexts across five continents, including by high school students from non English
speaking backgrounds in Australia, by language
minority pupils in a Japanese elementary school,by youths of North-African origins in the Paris
suburbs, and by women in rural Nigeria. The
book also recogises that language ideologies andwider sociohistorical discourses about class,gender, sexuality, generation, race and ethnicity
may marginalise people and limit their abilty tonegotiate their identity.
Mike: Again, the question arises of what
the relevance of all this is to the identities ofJapanese students learning a foreign language inJapan. A recent article on bilingual identity by
David Block, Bilingualism: Four Assumptions
and Four Responses, with its characterizationof bilingual identity as “an individual’s ongoing
sense of self vis-à-vis two or more languages
used as modes of communication” suggested forme some interesting possibilities for rethinking‘foreign language learning’ identities as bilingual
identities.

4. Re-thinking identity in theforeign language classroom
Block describes two ways that identity may be
attributed to, or imposed on, bilingual people byothers: in terms of their level of expertise in theirlanguages, and in terms of their language inheritance or which language tradition(s) they were‘born into’. When applied to foreign language
learners, as they often are, these approaches
emphasize that the learners are ‘non-native’ andusually focus on their lack of expertise in thelanguage, thus attributing to them an identity as
marginal or illegitimate users of that language.
But Block also describes two ways of understanding identity in terms of a language
learner’s own agency. One is language affilia-

18 — Learning Learning 2008 • Vol 15.2

ZZ Article: Feature Article: Nix & Miyaharation, a person’s sense of attachment to or subjective identification with a language. This cancut across simplistic, attributed ‘native/foreign’distinctions. The other form that agency takes iswhat Le Page and Tabouret-Keller (1985) havecalled acts of identity: the utterances (and other‘multi-modal’ signifying practices such as wearing certain kinds of clothes, using certain bodylanguage and gestures) that enable speakers totake up particular subject positions, such asteenager, foreigner, or feminine, for themselves(as well as to attribute these to others), and toparticipate in communities of practice.
In one sense, language affiliation is rather like
integrative motivation, an emphatically individual-psychological concept, but one that Emi
Ushioda has tried to rethink in terms of poststructuralist perspectives on identity in her article, Language Motivation in a Reconfigured
Europe: Access, Identity, Autonomy. Ushioda
points out that, in the case of learning and using English, it doesn’t make much sense to talkabout integration into, and identification with, aforeign target language or culture when English
is already a global lingua franca and its association with particular ‘native speaker’ communities is increasingly challenged by globalization.
These issues of language learner identity, who‘owns’ English, and the native speaker/nonnative speaker dichotomy are also addressed by
Norton in Language, identity, and the ownership of English, her introduction to a 1997TESOL Quarterley Special Issue on language
and identity. Instead of an integrative identification with English as a foreign language, Ushioda(following Dornyei) suggests we look at a learners‘ identification with a conception of theirown possible or ideal future self as a proficent
user of the L2. And she suggests that learners
may be associating English with processes ofglobalisation - which they see themselves as(becoming a) part of - rather than with ‘native
speaker‘ others.
Masuko: This relates to another aspect of research on identity that has been receiving considerable attention, the role of imagination as apart of identity formation. Here the understanding is that learners exhibit a desire to belong to
a community of speakers of the target language

and strive to construct the identities they would
eventually like to have in that community. A
recent interesting study in this area is Learners’
constructions of identities and imaginedcommunities, by Tim Murphey, Chen Jin and
Li-Chi, in Learners’ Stories : Difference andDiversity in Language Learning, edited byPhil Benson and David Nunan. Bonny Norton
has also written about imagined identities andimagined communities, with Yasuko Kanno
in Imagined Communities and Educational
Possibilities: Introduction and with Farah
Kamal in The Imagined Communities ofEnglish Language Learners in a Pakistani
School, in a special issue on this topic of the
Journal of Language, Identity and Education.
Mike: The ideas of acts of identity, and identity work as the imagining of future selves, areechoed in Leo Van Lier’s recent article, Actionbased Teaching, Autonomy and Identity.
This touches on a lot of the points that seem
important about language learning and identity.
Learning an L2 involves a struggle to create a
new identity, and both processes are based in
the learner’s engagement in meaningful activity. This means we have to respect the learneras a speaker of the L2 in their own right andfor their own purposes. We should see learning
an L2 as involving what Larsen-Freeman calls
grammaring – becoming able to use language
accurately, meaningfully and appropriately –and what Swain refers to as languaging – theprocess of putting thought into action – rather
than as mastering the grammar rules of a foreign
language and practicing output of it. And weshould think of L2 learners, not as ‘non-native
speakers’ learning a ‘foreign language’, but as
people creating a current and/or future identity
as active, proficient users of the language forthemselves.
Masuko: I agree with you, Mike, when you say
we have to treat language learners as legitimate
users of the language. We have focused on theidentity of the second language learner, butthere is, at the same time, an increased attention
in the areas of identity and the second language
teacher, the second language teacher educator, and the second language researcher. If we

Learning Learning 2008 • Vol 15.2

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ZZ Feature Article: Nix & Miyaharatake a socio-cultural approach to identity, as wehave here, then there are inevitably implications
for teachers, researchers, administrators, andpolicy-makers.
The main purpose of our dialogue has been toprovide an “interactive-sort-of-book-review”. We
have opted for this format as a way to personalize our review of work on identity, and to relate
the concept to our own teaching and research.
We have also tried to choose works that havedirect electronic links so that readers can have
immediate access to the works listed here. As westated at the beginning, what we have presented
here is by no means a comprehensive accountof the subject, but we hope that it will serve as aspringboard for all those interested in the relationship between identity and language learning.
References
Full references and URLs for articles, and bookpreviews, reviews and notices (in the order they
appear in the text)
Miyahara, M. (2007). People Who Cross
Borders: Perspectives On Second Language
Identity. An Interview with David Block.
Learning Learning, 14(2), 26-32.
<http://ld-sig.org/LL/2007b.pdf#page=26 >Block, D. (2007) Second Language Identities.
Continuum, 2007. <http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/
Search/default.as px&CountryID=1&ImprintI
D=2&BookID=119567

1. The turn to social identity insecond language acquisition
research
Ullman, C. (1997). Social Identity and the Adult
ESL Classroom. ERIC Digest. Washington
DC: National Clearinghouse for ESL Literacy
Education. <http://www.ericdigests.org/19982/social.htm>
Bonny Norton’s Publications (& full texts) on
her University of British Columbia website. <http://lerc.educ.ubc.ca/fac/norton/
Publications.htm>
Norton Peirce, B. (1995). Social identity,
investment, and language learning. TESOL
Quarterly, 29(1), 9-31. <http://lerc.educ.ubc.

ca/fac/norton/TQ (1995) - Social identity, investment, and language learning.pdf>
Norton, B. (2000). Fact and fiction in language learning. This is Chapter 1 of her book,
Identity and language learning: Gender, ethnicity and educational change. Harlow, England:
Longman/Pearson Education. <http://lerc.
educ.ubc.ca/fac/norton/Norton (2000) Identity & Language Learning - chapter
1.pdf>.
McKay , S . and Wong , S. (1996). Multiple
Discourse, Multiple Identities: Investment andAgency in Second-language Learning among
Chinese Adolescent Immigrant Students.
Harvard Educational Review, 66. 577-608.
Abstract: <http://www.hepg.org/her/abstract/258>
Toohey, K. (2000). Learning English in Schools:
Identity, Social Relations and Classroom
Practice. Clevedon, UK: Multilingual Matters.
<http://books.google.co.uk/books?id=RU_-Y
dJ22XoC&pg=PP1&dq=Learning+Engli s
h+at+School&sig=H052OytRQYYmJMy0
r_CFc2y9nUg>

2. Language learning andidentity in Japanese contexts
Churchill, E. (Ed.) (2002). The Language Teacher.
Special Issue: Social Identity and Language
Learning. 26(06), June 2002. <http://www.jaltpublications.org/tlt/articles/2002/06/index>
Churchill, E. (2002). Interview with Bonny
Norton for The Language Teacher. The
Language Teacher, 26(06), June 2002.
<http://www.jalt-publications.org/tlt/articles/2002/06/churchill>
Toff, M. (2002). A Language of Their Own:
Young Japanese Women Writing Their Life inEnglish. The Language Teacher, 26(06), June
2002. http://www.jalt-publications.org/tlt/articles/2002/06/toff
McMahill, C. Dry Winds and Bossy Women:
Acquiring a Second Dialect and Social Identity
in Gunma, Japan. The Language Teacher, 26(6), June 2002. <http://www.jalt-publications.
org/tlt/articles/2002/06/mcmahill>
Beebe, J. D. (2002). Unfinished Business: Identity
Formation and Rejection Through Language
Learning. The Language Teacher, Issue 26/06,
June 2002. <http://www.jalt-publications.org/
tlt/articles/2002/06/beebe>

20 — Learning Learning 2008 • Vol 15.2

ZZ Article: Feature Article: Nix & Miyahara
McMahill, C. (1997). Communities ofResistance: a case study of two feminist
English classes in Japan. TESOL Quarterly 31(4), 612-22.
Sakui, K. & Gaies, S. (2002). Beliefs andProfessional Identity: A Case Study ofa Japanese Teacher of EFL Writing. The
Language Teacher, 26(06), June 2002.
<http://www.jalt-publications.org/tlt/articles/2002/06/sakui>
Kanno, Y. (2002). The Development of Bicultural
Identities: Japanese Returnees’ Experiences.
The Language Teacher, 26(06), June 2002.
<http://www.jalt-publications.org/tlt/articles/2002/06/kanno>

3. Identity and bilingualism/
multilingualism
Kanno, Y. (2000). Bilingualism and Identity: The
Stories of Japanese Returnees. International
Journal of Bilingual Education and
Bilingualism 3 (1), 1-17 <http://www.multilingual-matters.net/beb/003/0001/beb0030001.
pdf>
Chen, Y. L. (2006). The Influence of Partial
English Immersion Programs in Taiwan on
Kindergartners‘ Perceptions of Chinese andEnglish Languages and Cultures. Asian EFL
Journal 8 (1). <http://www.asian-efl-journal.
com/March_06_ylc.php>
Pavlenko A. & Blackledge A. (Eds.) (2004)
Negotiation of identities in multilingual contexts. Cleveland: Multilingual Matters.
<http://books.google.co.uk/books?id=yBa32A
qtwB8C&pg=PA27&dq=Negotiating+id entit
ies+in+Multilingual+Contexts&sig=Cl-9ZUj2h5guaCVkgCJIUrkNwRs#PPT1,M1
Block, D. (2007). Bilingualism: Four
Assumptions and Four Responses. Innovationin Language Learning and Teaching. 1 (1),66-82. <http://www.multilingual-matters.net/
illt/001/0066/illt0010066.pdf>
4. Re-thinking identity in theforeign language classroom
Le Page, R. B. & Tabouret-Keller, A. (1985). Actsof identity: Creole-based approaches to language and ethnicity. Cambridge: Cambridge
University Press. http://books.google.co.uk/books?id=cbQ8AAAAIAAJ&printsec=frontcove

r&dq=Acts+ of+Identity&sig=ACfU3U3VmQ
VtsJGwKH0utsvZo7o2QelQpw#PPP1,M1
Ushioda, E. (2006). Language Motivation in
a Reconfigured Europe: Access, Identity,
Autonomy. Journal of Multilingual andMulticultural Development. 27 (2) 148-161.
<http://www.multilingual-matters.net/
jmmd/027/0148/jmmd0270148.pdf>
Norton, B. (1997). Language, identity, and theownership of English. In B. Norton (Ed.)
Language and Identity [Special issue]. TESOL
Quarterly, 31(3). <http://lerc.educ.ubc.ca/fac/
norton/TQ (1997) - Language, identity, andthe ownership of English.pdf>
Wenger, E. Communities of practice: a brief
introduction. <http://www.ewenger.com/
theory/index.htm>
Murphey, T. , Jin C. and Li-Chi, C. (2005).
‘Learners construction of identities andimagined communities’ in P. Benson and D.
Nunan (eds) Learners’ Stories : Difference andDiversity in Language Learning, Cambridge:
Cambridge University Press 83-101. <http://
books.google.co.uk/books?id=AqMsaY2s56U
C&pg=PP1&dq=Learners’+Stor ies+:+Differe
nce+and+Diversity+in+Language+Learning&
sig=Jha8J2zRzkfkocfwhav ju77H2VI>
Kanno, Y. and Norton, B. (2003). Imagined
Communities and Educational Possibilities:
Introduction Journal of Language, Identity and
Education, 2(4), 301-317. <http://lerc.educ.
ubc.ca/fac/norton/JLIE%20(2003)%20-%20
Kanno%20&%20Norton %20-%20special%20
issue%20introduction.pdf>
Norton, B. & Kamal, F. (2003). The Imagined
Communities of English Language Learners
in a Pakistani School. Journal of Language,
Identity and Education, 2(4), 301-317.
<http://lerc.educ.ubc.ca/fac/norton/JLIE%20(2003)%20-%20Norton%20&%20Kamal %20-%20imagined%20communities%20in%20
Pakistan.pdf>
Van Lier, L. (2007). Action-based Teaching,
Autonomy and Identity. Innovation in
Language Learning and Teaching, 1 (1), 4565. <http://www.multilingual-matters.net/
illt/001/0046/illt0010046.pdf>

Learning Learning 2008 • Vol 15.2

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ZZ Feature Article: Mynard

Perspectives on the
Self-Access Learning
Centre (SALC) at
Kanda University ofInternational Studies

features of the SALC. Finally, I will share someof the plans we have to develop aspects of the
SALC over the coming years.

II. How I began working in thefield of self-access
My interest in self-access began in 1996 back at
College Dublin where I was doing my
神田外語大学セルフアクセスラー Trinity
M.Phil. in Applied Linguistics. I had a part-time
ニングセンター（SALC）の今後の job working in the Centre for Language andCommunication Studies (CLCS) with David
展望
Little. Part of the CLCS is a self-access centre
and my job was to keep the books, tapes and
Jo Mynard,
magazines in order, check out self-access materials, keys and equipment, answer the phone,
Kanda University ofassist language teachers to provide extension
International Studies
activities for their students and help foreign
languages students find what they needed andジョー・マイナード
神田外語
advise them on language-learning strategies.
大学
During my time in Dublin, I took it for granted
Email: mynardjo AT MARK
that self-access was an integral part of language
hotmail.com
learning.
In 1998 I began working at a brand new in本稿は、神田外語大学セルフアクセスラーニングセ stitution in the
ンター（SALC）に関してルーシー・クッカー氏が既に United Arab
述べていることを土台とし、以下の三点について述べ Emirates, Zayedています。１）筆者自身のセルフ アクセスラーニン
University. For
グ分野での経験。２）筆者が推奨するSALCの特徴。
３）SALCチームが今後取り組んでいかなければなら the first two years
I taught foundaない課題についてです。
tion English while
I. Introduction
working with a
When Masuko and Alison first asked me toteam to develop
write something about the SALC at Kanda
the curriculum
University of International Studies (KUIS) forand course mateLearning Learning, my initial response was torials. We had no
ask them if they would simply like to reprint the self-access centre
article Lucy Cooker wrote last year for IATEFL’s at the time, but
Independence (Cooker, 2007). Lucy was responafter one semester
sible for setting up the original SALC which
we were given permission to use one classroom
opened in 2001 and has been developing it andfor the purpose of providing a different kind of
shaping it ever since. I was recruited as the newlearning environment for students. There was no
SALC Director starting April 2008, but Lucy rebudget available to purchase materials, but wetains a position as an external consultant. Lucy’s managed to locate a couple of boxes of reading
article is an overview of the history of the SALC materials (SRA boxes), produce a few genericfollowed by a very enthusiastic description ofworksheets and develop some online activities (allsome of the key features. Instead of repeating
the students at Zayed University have laptops andwhat Lucy has already written about, I plan tothe classrooms are all connected to the Internet).
do three things in this article. Firstly, I will share The program had no clear philosophy; it was
my experience of working in the field of self-acsimply a place for students to go to do extra selfcess. Secondly, I will discuss some of my favorite paced English practice, mainly reading and gram-

22 — Learning Learning 2008 • Vol 15.2

ZZ Feature Article: Mynard
mar, and to keep records about what they did. In
1999 the new library building was being plannedand discussions began about incorporating a selfaccess centre. The new library director, Carol
DiPrete was very enthusiastic about the projectand pushed for it to happen. The centre wasnamed the Learning Enhancement Centre (LEC)
and my colleague Robin Sorflaten was appointed
as the Coordinator on the Dubai campus. The
position was advertised for LEC Coordinator for
the Abu Dhabi campus, and I applied and was appointed in September 2000. During the first year,
we read everything we could about self-accessand began to develop our philosophy which wasto create a pleasant environment where students
could extend their learning beyond the classroom, analyze their needs, work at their own paceand develop strategies for autonomous learning.
We visited other self-access centers throughout
the United Arab Emirates, hired technicians andstudent employees, ordered materials, equipment and furniture, cut up books and laminatedthem into worksheets, worked out a system oforganization and met with faculty in various
departments. We officially opened one year laterin September 2001, but students and faculty had
been using the LEC informally long before that.
I didn’t realize at the time, but in Japan at KUIS,
Lucy Cooker was involved in much the same process and opened the SALC in June 2001.
Over the following years at Zayed University,
we extended our materials and programs toincorporate workshops for students, activities
to develop autonomous learning skills, a writing centre, a conversation club, a website full ofstudy activities for students, advising services
and a peer tutoring program. 2004 was my final
year at Zayed University, and one of our important projects was to design how the new LEC
would look when the university expanded onto
new campuses. We incorporated various features into the plans such as: group study rooms,
classrooms with glass walls, sound-proof listening and speaking booths, stations for watching
videos and DVDs, an Arabian majlis (low seating) conversation area, a learning help desk andtutoring / advising rooms. I only ever saw thedesign on the architect’s plan as I left the UAE in2004 before building began.
In April 2005 I came to Japan and worked ata women’s college in Nagoya for three years andwas not involved in self-access. At JALT I always
attended any learner autonomy sessions or presentations about self-access, which is how I met
Lucy. In 2006 Lucy gave a presentation as partof the JASAL forum (Japan Association of Selfaccess Learning). She talked about the history
and philosophy of the SALC and showed a lot of
pictures. The audience was amazed that such acentre could exist in Japan as many institutions
do not have the budget or the vision to create
one. I was stunned at the similarities between
the SALC and the LEC in both philosophy andappearance. In fact, as I looked at Lucy’s slides,
it felt like I was seeing how the new LEC would
look based on the plans we had drawn up. There
were the speaking booths as I had imagined
them, the glass-walled classrooms (which, at
KUIS, are called Blended Learning Spaces or
BLSs), the advising rooms, a learning help desk,
plenty of windows, comfortable seating areas
and light wood furniture. I couldn’t wait to talkto Lucy after her presentation and tell her about
the startling coincidence.
I have now held the position of SALC Director
for one semester and it has been an interesting
experience so far. In a recent article (Cooker,
2008), Lucy outlined some principles for successful self-access based in the model created
at KUIS: self-access should be optional andvoluntary, students should be involved in running the centre, learning should be fun, and thecentre should be in pleasant surroundings wherestudents choose to be. I think these are soundprinciples and ones I will continue to adhere to.
In many ways my new job is a continuation of
the job I did in Abu Dhabi, but so far it has also
been an intense period of learning. I have spentmuch of my time this semester learning about
the students, the staff, the services, the systems
and the procedures. In my previous position I
was largely responsible for recruiting the staff,
training them, and developing the philosophy,
systems and procedures. As the new director ofan established self-access centre, I have inherited these things this time. This of course makes
me feel that I have not yet invested much ofmyself into the Centre, as I was not involved insetting up the current SALC. It is inevitable that
I will implement changes and new initiatives intime, but it would be counter-productive to be-

Learning Learning 2008 • Vol 15.2

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ZZ Feature Article: Mynard
gin making major changes so early on. Instead,
my approach has been to learn from the people
who have spent time developing the program
and to work with them to develop strategic goals
for the coming years.
III. My favorite features of theSALC
Helping learners to accessauthentic texts
One of the aspects of the SALC that I particularly like is how we help learners to access authentic texts. Movies, music, websites, games andcertain popular books aimed at native speakers
are of huge interest to our students. Authentic
texts play a role in fostering an interest of thetarget language culture and make the learning
experience more enjoyable (Little, Devitt andSingleton, 1988). The danger is that the intrinsic
interest the learners initially feel towards theseresources may quickly turn into despair as theyrealize that their level of English is insufficientto access them as a native speaker would. One
way of making authentic texts accessible to EFL
students is to help them to realize that they do
not have to understand everything. We also help
learners to access small sections of the texts anddevelop strategies in order to learn from them.
One good example of this is our “Learning with
Movies” section which is stocked with support
materials such a screenplays, graded readers,
and worksheets. We usually purchase DVDs
overseas so that students cannot just readJapanese subtitles, but instead develop comprehension strategies. One of our learning advisors,
Azusa Kodate, developed a range of strategy
worksheets which help students see different
ways of using short sections of their favorite
movies for focused learning. Such strategies
include shadowing and dictation. Other learning advisors are also applying this approach tovarious materials in the SALC. Tanya McCarthy
is working on a series of activities for “Learningwith Music”�������������������������������
,������������������������������
and Yuki Hasegawa is developing a “Learning with Manga” section. English
teachers also develop SALC materials and havecreated activities such as how to understandchapters of Harry Potter books, how to listen to
travel podcasts, how to access and discuss news
articles, how to play certain board games andhow to understand scenes of popular movies inmore depth.

The SALC Research Group
Another feature of the SALC that I am really
impressed with is the research group dedicatedto SALC issues. All KUIS lecturers become
members of one of the department’s researchgroups and the SALC research group is madeup of both learning advisors and English lecturers. This supportive team of 10 members
is coordinated by Scott Crowe (who is also alearning advisor). There are various research
projects currently in progress, all designed tohelp us learn more about how students use
various aspects of the SALC so that we can continue to improve our facilities and services. For
instance, Luke Carson, our Academic Services
Coordinator, is currently researching metacognition, some groups are investigating our advising services, and others are focusing on how
we can improve materials on offer in the SALC.
Our Administrative Services Coordinator, Yuko
Momata, is looking at ways to improve our database system. This kind of research ensures that
the SALC never stagnates.
Ongoing professional
development for learning
advisors
Our commitment to ongoing professional development has largely emerged from the SALC
Research Group projects. The field of learning
advising is relatively new (Rubin, 2007) and does
not often form part of an MA TESOL course.
Most learning advisors join KUIS with a TESOL
background but not much actual experience inadvising so need to receive ongoing training.
Learning advisors Hisako Sugawara and Satoko
Kato have taken the lead in conducting regular
workshops to provide the team with opportunities for discussion and reflection and to focus onvarious advising skills and tools. They have also
adapted some skills associated with the field of
coaching for our purposes. First year students
at KUIS work through optional “First Steps”
modules, which are designed to help them tobecome more autonomous learners (see Cooker,
2007). In our weekly learning advisor meetings,

24 — Learning Learning 2008 • Vol 15.2

ZZ Feature Article: Mynard
we discuss module units that the students are
currently working on so that we can offer betteradvice.
IV. Some future projects
Making what we do moretransparent
One area that the team feel we need to develop
is to educate the KUIS community about what
the learning advisors do. We need students toknow how a learning advisor can help them,and we would also like KUIS teachers and the
management team to understand more about
our role. We want to highlight that what we
do in an advising session is quite different fromhow someone might give advice in other situations. We would also like the community toknow more about various features of the SALC,
which may not have been covered during theinitial orientation. This can be done throughworkshops and optional class extension activities. We would also like to emphasize that our
focus is promoting learner autonomy, but thisdoes not mean that learner autonomy cannot
also be promoted in the classroom and in otherareas of KUIS.

Developing the exam section
appropriately
Lucy’s (Cooker, 2007) article stressed that it is adilemma whether or not to provide materials forstudents which help them to prepare for external
exams such as TOEFL and TOEIC as we aim to
help students learn English for communicative
purposes and not for taking tests. I agree with
Lucy that our aims should not be to promote testtaking, but the reality is, many students use the
SALC only for that purpose. Accepting that thiswill always be a student need, I think we should
develop the section to be maximally helpful forlearners. Some of the learning advisors havealready begun to do this by running workshops
and providing study guides for external exams
which incorporate autonomous learning skills.
Techniques such as doing a needs analysis, selfevaluation and goal setting are not only usefulskills for being a successful test-taker, but also forbeing a successful learner. My previous research(Mynard, forthcoming) has shown that the typi-

cal approach for preparing for the TOEIC test is
to work blindly through a textbook. The exam
section in the SALC could be an ideal place for alearner to begin to analyze his or her needs andto locate a suitable learning or practice activity.
While this activity may be found in a textbook,we can use the interest in this exam section tocreate pathways into other areas of the SALC andhighlight alternative activities, which might beequally useful and more motivating.

Promoting computer-assisted
language learning (CALL)
CALL can be a powerful tool for promoting
learner autonomy (Mynard, 2003; Schwienhorst,2008) and I see many ways to increase the ways
computers can be used in the SALC for meaningful learning. Over the coming years I intend
to continue researching how students use computers and use this information to make decisions about purchasing, development and implementation. One project that we are alreadyworking on is the development of SALC Online,
our website. Our aim is that this will not just be
an information vehicle, but also a place wherelearners can access resources and get support
anytime. The philosophy and layout of SALC
Online will mirror that of the physical SALC
and could include features such as virtual online
communities, advisory tools and skills practice.
Lucy (Cooker, 2007) pointed out that much of
the SALC software is underused, and we plan tocreate a CALL section within the physical SALC
so that resources are easy to find through clearer
display techniques. In addition, we are in theprocess of trialing and purchasing more recent
language-learning software with more appealing
interfaces for our users. Much of the softwareneeds scaffolding, and a team is currently developing user guides with plenty of visual support.
When we have extended our range of CALL resources, we will need to run ongoing workshops
and courses. These will hopefully provide opportunities for us to encourage learners to reflect on
their learning needs and make informed choices
when using CALL applications. Finally, we plan
to investigate what applications for learning
could run on mobile phones and offer some mlearning possibilities.

Learning Learning 2008 • Vol 15.2

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ZZ Feature Article: Mynard
V. Conclusions
I hope I have managed to build on what Lucy
has already written about and provide some up
to date information about the SALC from a different perspective. Look out for learning advisors and teachers from KUIS at the upcoming
JALT conference and feel free to ask any of us
for more information about our philosophy, facilities and services. You can access our website
at http://www.kandagaigo.ac.jp/kuis/salc/index.
html
References
Cooker, L. (2007). The Self-Access Learning
Centre at Kanda University of International
Studies (KUIS), Chiba, Japan. Independence,
41 (29-32).
Cooker, L. (2008). Some self-access principles.
Independence, 43 (20-21).

Little, D., Devitt, S., & Singleton, D. (1988)
Authentic texts in foreign language teaching:
Theory and Practice. Dublin: Authentik.
Mynard, J. (2003). Computer-mediated communication and learner autonomy in Emirati
learners of English. Doctoral dissertation,
University of Exeter, UK.
Mynard, J. (forthcoming) Using action research
to improve a TOEIC preparation course. In
B. Beaven (Ed.). IATEFL 2008 Conference
Selections.
Rubin, J. (2007). Introduction to special issue:
Language counseling. System 35 (1-9).
Schwienhorst, K. (2008). Learner Autonomy and
CALL Environments. New York: Routledge.

Getting Your Copy ofMore Autonomy You Ask

J

ALT2006 saw the official launch of More Autonomy You Ask (MAYA),
edited by Eric Skier and Miki Kohyama, and featuring 13 research chapters exploring learner and teacher autonomy in a Japanese context, withguest chapters by Stephen Krashen, Chitose Asaoka, and Terry Lamb. Clickhere for more details.

More Autonomy You Askのご購入についてM

ore Autonomy You Ask(MAYA)はJALT2006において公式に出版されました。MAYAの特徴はEric Skier とMiki Kohyamaによる編集、そして日本における学習者と教師の自律性を探る13章にわたる研究論文とStephen
Krashen, Chitose Asaoka とTerry Lambが書いたゲストチャプターです。購入方法についてはここをクリックしてください。

26 — Learning Learning 2008 • Vol 15.2

ZZ SCI-FI Column: Davies

The Adventures of
Magenta M.
「マジェンタMの冒険 」

Earth. Soon, however, she was looking forward to
her next trans-galactic assignment…

Email: sdavies AT MARK miyazakimic.ac.jp“Of course. What’s it about?”“A new assignment.”“Doing what?”
There was a pause, then Dexter said, “I’ll tell
you when you get here.”“…Okay,” Magenta said, “I’m on my way.”
She put down the receiver, picked up her compact, and checked her teeth. Good – there wereno remnants of the lite-bread tuna sandwich
she’d eaten for lunch.
Satisfied, she stood up, straightened her grey
pencil skirt, and sashayed towards Dexter’s office, high heels clicking on the floor. She washoping for another off-planet mission. Recently,
there’d been some communication problems
with alien guest workers on Thalmoss, the resort
planet. It had a tropical climate, luxurious spas,
and an excellent range of restaurants.
Would Thalmoss be her next mission?
She stopped in front of Dexter’s office, pressed
her thumb onto the I.D. pad, and waited.
Seconds later, Dexter’s voice crackled throughthe intercom. “Come in, Magenta.”
The door de-sealed.
“Have a seat,” Dexter said, taking off his
Oakley reading glasses. “Coffee?”“Thanks.”
Dexter filled two Styrofoam mugs. He handed
one to Magenta. “I expect you’re wondering
what this is about?”“Yes.”“Something’s come up, and I think you’re theright person for the job.”

Episode 2: The Strange
Case of Lady Camilla
By Steve Davies,
Blemley
Miyazaki International
第二話：不思議なレディ・カミラ・College
ブレムリー
スティーブ・デイヴィス、宮崎国際“Magenta, we need to talk. Could you come大学
to my office?”＜はじめに＞宇宙空間における学習者オートノミ
ーを取材する流浪のレポーター・マジェンタMシリーズ第二話。第一話では、マジェンタは特異な性差によるリーディング能力の偏向について調査を行うために
惑星Talut9へ。そこでランゲージ・エンパワーメント・セ
ンターで主任教員のチェット・ディバインをインタビュー。その後、彼女はある村を尋ね、地元部族の女性と話すうちにリーディング能力の格差問題の謎を見事に解き明かした。任務を果たしたマジェンタは地球へ帰ることにしたものの、次なる銀河をまたぐ取材任務が待ちきれない．．．今回は調査の発表を準備中のマジェンタが彼女の抱える問題を解決してくれると言う不思議なサイバーキャットに出会う。

Introduction
This is the second
episode in a series ofstories about roving
reporter, Magenta
M., who investigateslearner autonomy inouter space. In thefirst episode, Magenta
traveled to the planet
Talut 9 to investigate
an unusual case ofgender bias in reading proficiency. At the Language Empowerment
Center, she interviewed the head teacher, Chet
Divine. Afterwards, she decided to visit the local
Talutian village, where, after talking to some local tribeswomen, she was finally able to solve themysterious reading proficiency issue. With her
work completed, Magenta decided to return toLearning Learning 2008 • Vol 15.2

— 27

ZZ SCI-FI Column: Davies
Magenta smiled. She imagined a blue ocean, awhite sand beach, a hammock… “What kind of
job is it?”“As you know, there’s an ingathering next
week. I want you to make a presentation.”
Magenta swallowed hard. That was the assignment? A presentation? “But the ingathering is on
Monday.”“Yes.”“But today’s Friday.”“Right. You’ll have the weekend to knock yourtalk into shape.”“I – ”“What?”“I really haven’t got anything to talk about.”
Dexter leaned back in his chair. He studied
Magenta for a few seconds. “What about your
PhD? How long have you been working on it?”
“Umm…about 10 years.”“Then you must have plenty of data. Remindme – what’s your research area?”“Ancient Learning Theory.”“ALT? Isn’t that flogging a dead horse?”“Not a horse. A cow. And I’m not doing any
flogging. And the cow’s not dead. Yet.”
Dexter frowned. “I don’t understand.”“I’m interested in humane killing methods.
Most cows end up being killed for their meat,
but we mustn’t let them know they are going todie because that would be really awful for them.
Don’t you agree?”“…Yes, I suppose so.”“Do you know how they die?”“In the Termination Center, of course.”“Yes, that’s right, but do you think they’rekilled humanely?”
Dexter shrugged. “I don’t see your point.”“My point is the Finali�����������������������
z����������������������
ers try to make termination stress-free. They lead the cows along quiet, darkened pathways to the Killing Room. They
try to keep them calm, because they panic terribly easily. Just about anything can set off a panic
attack: a loud noise, a can rolling on the floor,
someone coughing. Anything. And if a cow dies
terrified, that’s not a humane death, is it?”Dexter glanced at this watch. “Yes, I see, butwhat’s all this got to do with your research?”“I’m trying out an old teaching method ona cow. She’s a Friesian heifer called Daisy. The
method is called ‘scaffolding’ – basically, whena learner is in the ZPD, that’s the Zone of
Proximal Development, it’s possible to empower
them to do a task that is beyond their normal
capability, as long as there is guidance – known
as ‘other-regulation’ – from a teacher.”“You mean…you’re trying to teach a cow to
die peacefully?”“In a way, yes. I’m teaching Daisy to regulate
her ‘fight or flight’ reaction, so she won’t react tostimuli that trigger her alarm response.”“With the ultimate aim of…?”“Making all cows more manageable. Thenthey’ll be easier to control.”“I see. Basic and applied research. That’s good,”
Dexter said, making some notes on a pad. “Thecorporate bigwigs like data with some practicaluse. But…surely this stuff has been tried before?”“Yes, but my method is different. I’m communicating with Daisy in her own language – cowspeak.”“Cowspeak?” Dexter said. “That’s certainly
original.” He made a few more notes on the pad.
“Excellent. Could you email me a synopsis ofyour presentation this afternoon?”
Magenta shook her head. “Sorry, but my data
are all higgledy-piggledy. I can’t possibly sortthem out by Monday.”“Higgledy-piggledy?”
Magenta nodded.
“Well, you know the drill: crunch the numbers, tabulate the results, and discuss your findings. There’s nothing too complicated about
that, surely?”“Perhaps not,” Magenta said, “but I don’t really have any numbers. I’m using ethnographic
methods. As a result my data are rather…unstructured.”“I see,” Dexter said. “But you have a viable research sample. Was the cow randomly selected?”“Not exactly. I’m doing my research at a local
farm. I’m using a single case study approach. It’s

28 — Learning Learning 2008 • Vol 15.2

ZZ SCI-FI Column: Davies
just me and Daisy.”“You and Daisy.”“Yes, she’s quite charming. I’ve been compiling a longitudinal case study of our interactions,beginning with greeting scenarios. Some of theinteraction is non-verbal, of course, like tailswishing.”“Greeting scenarios?”“Yes. How many moos she utters when shesees me. How many shakes of her head. Thatkind of thing. I write down my observations in
a notebook, and I include my own feelings. I’mpart of the research, you see. Or at least my subjectivity is. Only –”“Let me guess. You’ve got Daisy’s moos mixed
up with your moods.”“Very funny,” Magenta said icily.
Dexter stiffened. “Look, the ingathering isimportant. I don’t want people to get the wrong
impression about what we do here.”“What’s that supposed to mean?”
Dexter took a deep breath. “I want you topresent some solid, empirically-derived researchfindings in a systematic way.”“I’ve already told you. I don’t have that kind ofdata.”“Then find some. Get back to the basics. Start
with controlled observations. Use an ethogram.
Use a timer.”“That’s going to be difficult.”“Why?”“Daisy’s been a bit withdrawn recently. She
seems depressed about something. She’s very
sensitive.”“So?”“It’s a question of trust. I’ve spent ages working with her. I can’t just stand in front of her
with a clipboard and a stopwatch taking notes.
She’ll feel excluded.”
Dexter shook his head. “She’s a cow, for God’s
sake. If she won’t cooperate, then find anothersample. Try some chimps. They perform well inexperimental tests.”“There’s been umpteen studies of chimps. And
I want to do more than test; I want to get close
to my sample. I want to share with Daisy… I
want to feel with her… I want –”“Researchers don’t care what a sample thinks
or feels. They care about data.”“What do you mean?”“I mean your methods are unscientific. I –”But Magenta was already on her feet andstriding towards the door.
To hell with Dexter and the ingathering.
***********As the late afternoon traffic slowed to a steadycrawl, Magenta switched her car to auto-mode,leaned forwards, and checked her make-up in
the rearview mirror.
She was still feeling a bit upset about themeeting with Dexter, and her mascara – hastily
reapplied in the loo before leaving work – had
smudged again. She pulled a tissue from a box
on the dashboard and began to blot under her
eyes.
Somehow, she’d convinced herself that Dexter
was going to send her to Thalmoss; instead, he’dtried to bully her into making a presentation.
As if.
But…she really did want to go to the ingathering – there’d be loads of single men – even, maybe, that blonde hunk from the fourth floor – notto mention all the delicious cakes – but making
a presentation to the big mucky-mucks? No way!
Unless…
Could she possibly do a bit of cross-sectional,
snapshot research over the weekend? Could she
come up with a provable hypothesis and someboring, predictable results? Could she impress
Mr. Rats and Stats?
What had he said?
“…there’s nothing too complicated in it…”
Well, perhaps she would show him how right
he was.
And how clever she could be. And how deserving.
But where could she find an animal to use in
the experiment?
There were plenty of pigeons in the park nearher home. Perhaps she could use one in a behavioral study of some kind?

Learning Learning 2008 • Vol 15.2

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ZZ SCI-FI Column: Davies
But hadn’t someone done that before?
As she struggled to remember, the traffic
speeded up, and Magenta switched the car backto manual mode.
Exit 10 wasn’t far away.
***********
Magenta’s home resort, an Orbit 7, was acellular structure, one of many identical apartments in a large housing unit known as the“Busy Bee” complex, occupied by single workers,
located at a convenient homespace-workspaceintersection.
She parked in front of the building, got out,
walked through a Perspex tunnel, and stopped
at the elevator. She pressed her thumb onto the
I.D. pad and the elevator door de-sealed.
“Welcome home, Magenta,” the auto-voicesaid.
“Orbit 7, please.”
Noiselessly, the elevator whooshed upwards.
“Have a wonderful evening.”“Thanks.”
Magenta walked the short distance to her
front door. A green light was flashing on theparcel box. She pulled a miniature, palm-sized
remcon unit from her belt pouch, pointed it at
the parcel box, and the lid flipped open.
She peered inside. There was a large cardboard box.
The sender-label said it was from her twin sister, Marzipan.
Puzzled but pleased, Magenta told the front
door to open, stepped inside her apartment,slipped off her shoes, and carried the parcel into
the kitchen.
She could smell an insta-dinner in the macrooven but, as she turned around, she noticed a
red light flashing on the video-phone.
Seconds later, a pretty woman’s voice announced: “You have an incoming call.”Magenta pressed the ‘image activation’ button on the wall console, and the video-phone
screen swelled with her sister’s familiar features. She smiled at the image: a cascade ofgrey-blonde curls framed an ovate face, heavily
rouged lips, and perfectly plucked power-brows.

Lower down, Marzipan’s boobs bulged under atight-fitting charcoal suit jacket, unbuttoned toshow just the right amount of tanned cleavage.
Nestled there and gleaming was an Interac Inc.
company pendant.
Magenta pressed the ‘voice engage’ button,
and Marzipan said brightly, “Hi, sis. How areyou? I see you’ve found the parcel.”“Yes. What is it?”“Something to keep you company on yourme-nights.” Marzipan’s face blurred, then shimmered back into focus.
“Where are you?” Magenta asked.
“I’m on Thalmoss. With Talent. He’s just won
an award for his cyber-pet designs, so we decided to take a mini-break.”“Oh my God. That’s fantastic. What’s theweather like?”“Terrific. I’m in the beach restaurant rightnow, using my cell, so reception might be a bit
dodgy. Listen. There`s a cyber-cat in the parcel.
She’s our latest prototype. If you like her – ”“A cyber-cat?”“ – you can keep her. She’s our latest prototype. We’re aiming at the singleton market – you
know, thirty-somethings in need of a homecompanion – women like you.”“I don’t need a cyber-cat.”“I designed the cognitive architecture; Talent
worked out the cerebral encryptions. He’s been
experimenting with celebrity profiles, mainly
vintage actresses. She’s poly-lingual, but there’s
no need to touch the language control buttons.
They’re on her neck. Guess what? – ”“Mazza!”“ – the DNA was bio-engineered by the same
company that produced the featherless chicken.
She’s one of an original litter of three. The others
perished in the tube.”“MAZZA! Are you listening? I’m really busy
right now. Something’s come up at work, and I
don’t need any extra hassle.”“Extra hassle? Is that what you think she is?
Fine. Have it you own way. You can keep her insleep mode ‘til we get back, if you can’t even bebothered to get to know her.”“Wait a minute… get to know her… just how

30 — Learning Learning 2008 • Vol 15.2

ZZ SCI-FI Column: Davies
intelligent is she?”“Very.”“I mean does she do all the stupid cat things
like scratch stuff and pee everywhere and yowl
in the middle of the night and puke up horrid
balls of goop on the carpet and shag all the tomcats in the neighborhood?”“Only in Basic Pet Mode. Why don’t you readthe manual and check out all the options? You’ll
have so much fun. Look, I have to go.”“Mazza?”“What?”“You owe me for this, and I know how you canpay me back.”“How?”“I want to borrow your little black number.
The Giovanni cocktail dress. There’s an ingathering coming up, and I need something special towear. What do you say?”“Sorry, sis, but I don’t want you turning intoa fashionista spinster. Anyway, your bum’s way
too big.”“It is NOT!”
But the on-screen image fractured and faded.
A message flashed up:
Zimtek Inc. apologizes for any
interruption caused by space debris.
Magenta turned around. She looked at theparcel. She could hear a soft scraping noise.
She stepped closer.
Was the cat awake? She reached down, tore at
the wrapping.
A tortoiseshell cat, thin as a whip, sprang fromthe box.
Magenta gasped: the animal was incredibly
realistic.
“I thought you were supposed to be in sleep
mode,” she said eventually, “but it looks likeyou’re in…cat mode.”
Magenta walked towards the macro-oven, thecat trotting at her ankles, softly purring.
She took her “Slim Jane” bachelorette insta-

dinner out of the macro-oven, dropped one
sliver of meat product onto a small, polystyrene
tray, and grinned.
Now – thanks to Mazza – she had the purrfectopportunity to do some scientific observation.
Over the weekend, she would record all of the
cat’s utterances, noting their duration, frequency, and intensity. By Sunday evening, she ought
to have a complete taxonomy of catspeak. Then
she would use the language to train the cat to dosome simple tasks, like fetching some chocolate
mints, say, or a copy of Singleton Life. Later,
she could invent a suitable research hypothesis: plausible, yet provable. And the title of her
presentation? Something snappy and originalsounding, bisected by a colon.
Feline Development Through Scaffolding: orientation to task through catspeak.
And, of course, she’d need to dignify it withplenty of obsolete jargon. Zone of actual development. Private speech.
And so on. And so on. And –Sighing, Magenta carried the insta-dinner andthe polystyrene tray into the living room.
“Here you are, pussy,” she called, putting thetray on the floor.
The cat glared and hissed.
“What’s wrong? Need some ketchup?”
Flicking its tail from side to side, the catwalked to the tray, sniffed, then snapped greedily at the food, gnawing and growling.
“My, you are hungry,” Magenta said, taking a
notepad and a pen from a small table.
Observation 1. Time: 19:15. Cat
acknowledged offer of food witha short, intense vocalization –hiss: level 3 – that lasted approximately 1 second.
Better make that 1.35 seconds. Sounds a bit
more scientific.
Magenta put the notepad and pen back onto
the table and started eating. She reached for theremcon and pressed a button.
Instantly, the large plasma TV on the wall
lit up. Magenta channel-surfed, stopping at a

Learning Learning 2008 • Vol 15.2

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ZZ SCI-FI Column: Davies
program about cats. Curious, she upped thevolume.
A plummy-voiced narrator, annoyingly
Dexterish, said:
Felis catus, the common cat, first domesticated by the Ancient Egyptians, has been humankind’s constant companion for at least
seven thousand years…
Magenta listened and forked in anothermouthful of food.
…However, not all aspects of feline behavior
are fully understood. Why, for example, doesa cat bring its dead prey home? Does it consider its human owner to be a god to whom
votive offerings must be given?
The cat, curled at Magenta’s ankles, made astrange raspy cackle. It turned and glared at her,
twitching its white, down-curved, otter whiskers.
“Are you trying to laugh?” Magenta asked,
reaching down and stroking the soft fur on its
neck.
She felt a row of small lumps about the size oflentils.
She pressed one, gently.
The cat yawned, shook its head, and parted its
lips. Then it began to speak in a slow, soft, sibilant voice, like whispering bells: “I certainly waslaughing, darling. This TV program is absolutely
hysterical. My name is Lady Camilla Blemley, by
the way. Plain ‘Camilla’ will do, but please don’t
ever call me ‘pussy’ again. Are people really thatdumb?”“What…do you mean?” Magenta asked.
“Votive offerings. Cats worshipping humans.
Absolute pish-posh.”“You’re called Camilla?”“Yes, darling.”“Amazing.”“Thanks. It is a nice name. There used to be
a Queen of England, you know, with the same
name. She was married to that odd-looking fellow with big ears. Do you remember him?”
Magenta shook her head. “Sorry, history’s not
my strong point.”

Camilla smiled. “HERstory, darling. Never underestimate the importance of girl power. Now,
I absolutely would love to know what you werewriting in that notepad.”“I’m doing some research.”“What about?”“You.”“Me? My agent didn’t say anything about research. What’s the name of the show? Celebrity
Lives?”“It’s called the ‘ingathering’”.
“The ingathering? Another chat show, I suppose?”“It’s not really a show as such, it’s more of a…
meeting. I’m supposed to be presenting some
objective data about scaffolding, and I thought I
could use you as my research subject. My plan –if you agree – is to compile a taxonomy of yourcat utterances. Then I thought I would train you
to do a few simple tasks.”
Camilla yawned. “I don’t need to be trained,
darling; I’m pre-programmed to do most things.
I’m sorry, but the whole thing sounds terribly
tedious to me.”“I suppose so,” Magenta agreed. “Still, I really
do want to go to Thalmoss.”“Thalmoss? Isn’t Marzipan vacationing there?”“Yes, she’s gone for a mini-break. If my boss,
Dexter, is impressed with my talk, he might send
me to Thalmoss on a mission, so I can have a bitof fun in the sun.”“Are you sure you’re bikini-ready?” Camilla
asked, staring uncertainly at Magenta’s waist. “Itnever harms to have a few nips and tucks, youknow, before you strut your stuff. I know an excellent doctor. He lives in Beverly Hills.”
Marzipan chose not to discuss her fat deposits. “I’m sure Marzipan is sitting by the pool,sipping a margarita, writing another brilliant,insightful paper,” she said dreamily.
Camilla laughed: a soft, throaty purr. “I could
tell you a few things about Marzipan and her papers. But before I do, let me tell you what I think
about cats and humans.”
Magenta smiled. “You have a theory?”“‘Theory’ sounds terribly grand, darling. Just a
few random thoughts.”

32 — Learning Learning 2008 • Vol 15.2

ZZ SCI-FI Column: Davies
Magenta reached for the notepad. “Go on. I’dlike to hear them.”“Of course, but do please turn this nonsense
off first,” Camilla said, wrinkling her nose at thescreen. “It really is the most frightful drivel.”
Magenta reached for the remcon, pressed ‘off ’,and settled back in her chair. “So tell me. Whatdo you think?”“I think human females want to be cats.
They’re using…umm…what did you call it? Ah,yes, scaffolding techniques borrowed from feline
femmes.”Magenta spluttered: “That’s ridiculous.”“Really? Then perhaps you could explain a few
things to me?”“Such as?”“Well, why are your fingernails so long? Do
you envy mine?” Camilla asked, upturning a paw
and flashing out a neat row of curved talons.
“You need your claws for hunting,” Magenta
answered firmly. “My nails are…for decoration.”“Is that so?” You mean you’ve never scratchedanyone?”“Well…maybe once or twice.”“So?”“That doesn’t mean my nails are weapons.”“But they could be.”“I suppose so,” Magenta agreed, scribblingsome notes. “Is there anything else?”“You’re wearing scent. Cats are terribly goodat noticing smells, you know. Are you trying to
attract a mate?”“Perhaps,” Magenta admitted, reddening.
“Well, I suggest you try something a bit muskier. It will blend better with your body odor.”
Alarmed, Magenta sniffed an armpit, andmade another note.
Camilla continued: “Is that a yoga mat in thecorner?”“It is.”“Do you stretch regularly?”“What’s the connection?”“I think you can guess,” Camilla said, flexing
her thin, sinuous body.
Magenta felt a touch of envy. “Nails, scent, andyoga. What else?”“You need more? Well, what about that mascara you’re wearing?”“What about it? Women have been wearing
make-up since …Ancient Egypt.”“Precisely, darling,” Camilla acknowledged. “Youknow they worshipped Bast, the cat goddess?
“Yes.”“Well, Bast had the most gorgeous eyes.”“You mean…”“Yes. The Egyptians admired Bast so much, they
started to put make-up around their eyes. To look
more alluring. More sexy. Like Bast. Like cats. Of
course they had to use whatever materials they
could find,” – Camilla glanced at Magenta’s feet –“but they didn’t paint their toenails, even though
they wore sandals. Cleopatra had some fancy footwear, but not as nice as yours.”“What have my shoes got to do with this?”“Don’t those high heels help you to digitigrade?”“What does that mean?”“Walk nimbly on your toes. Just like a – ”“Cat.”“ Precisely,” Camilla said, closing her eyes. Fora few seconds, she seemed to be concentrating
on something. She twitched her whiskers a couple of times, shook her head, then opened hereyes and said: “I just self-selected my Academic
Mode and came up with a good title for yourtalk. How about this: Human Development
Through Scaffolding: orientation to feline form
through body-scaping.”
But then she shook her head again. “Golly,
Academic Mode does make me sound frightfully
pompous. It’s just not me. And what a terrible title.
I’ve got a better idea. Let’s just call the show ‘Cats’”.
“Wait a minute. You think your theory is goodenough for my talk? At the ingathering?”“Why not? Think about it. A live performanceby a cyber-cat. I’d love to sing a few songs.”“You want to give the talk?”“Absolutely.”“That’s impossible.”“Why?”“Because Dexter got angry with me for talking

Learning Learning 2008 • Vol 15.2

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ZZ SCI-FI Column: Davies
too much with my PhD research sample, Daisy.
He told me I had to do some cross-sectional
analysis, present some cut-and-dried observational data. He’ll go crazy if I put you on thestage.”“Nonsense, darling. I’m a star.”
Magenta considered the idea for a few moments. Perhaps a compromise might work?
“Why don’t we co-present?”“You mean…a double-act?”“Yes. I’ll tell the audience you were treating
me as a Divine Being – a theory based purely
on my observation of you – until I found yourEnglish mode button, and then we started chatting and you explained your theory that women
want to be cats, which also turned out to be
wrong because –”“All I’d done was…observe you.”“Exactly.”“So, what does that tell us?”
“We need more than observation. We need to
involve ourselves with our research subjects, weneed to find out what they think.”“Umm…to be honest, darling, the material
does sound a bit thin,” Camilla said, flicking her
tail. “What about the climax? Any ideas?”“Well, to conclude, I thought we might argue infavor of a mixed method approach. Combining
the quantitative and qualitative paradigms.”“That’s it? That’s the grand finale?”“Yes.”“Well I think it’s a crock, darling. Listen. I
have a much better idea. How about some exotic
dancers? Thongs and stilettos and diamond tiaras? I know a lovely troupe of girls. And somefireworks would add a bit of pizzazz, but pleasewatch out for my fur.”“There’s a problem,” Magenta replied, lost inthought.
“With my fur?”“No, it’s beautiful.”“You’ve got stage fright?”“No, it’s not that.”“Well, what is it?”“I simply haven’t got a thing to wear. I wanted
to borrow Mazza’s Giovanni cocktail dress, but

she refused to lend it to me.”Camila whispered: “I think I can help.”
Magenta leaned closer. “How?’“Remember she told you she ‘designed mybasal cognitive architecture’?”“Yes…”“Well, Talent did most of the work. He designed my ZX chip – it controls my motor neuron system – and my CPU.”“So?”“Talent helps Marzipan with a lot of things.
He’s a genius, but some of his ideas are a bit odd.
He’s trying to design an intelligent dog. Can you
imagine?”“How?”“With some canine DNA.”“That’s not what I meant. How does he help
Mazza?”“Well, I’ve seen him writing quite a few of her
academic papers, but she doesn’t tell people
they work together. So… a little bit of blackmailshould do the trick. You’ll soon be wearing thatdress,” Camilla said triumphantly.
“But…”“What?”“Marzipan said my bum was too big.”“Absolute nonsense, darling. Your bum is fine.
Marzipan’s the one with the big behind. She’s
just had liposuction. Both cheeks. That dress still
doesn’t fit, though.”“Mazza must be spending a fortune. She’s already had implants.”“You have to fight gravity every inch of theway.” Camilla sighed. “Who wants a pair of dugs
around her waist? I’ve been thinking getting
about mine fixed.”“Your dugs?”“Why not? Every girl needs to look her best.
Speaking of which…,” Camilla said, springing to
her feet and looking closely at Magenta, “…youabsolutely will need to do something about yourhair. It’s looking a bit rat’s taily at the moment.
And you’ll need to wear a lot more make-up,
too. Lashings of it. After all, darling, we��������
a������
re going to be the stars of the show.
Camilla smiled – a happy, sphinxlike smile.

34 — Learning Learning 2008 • Vol 15.2

ZZ Book Review

Five Minds for the
Future by Howard
Gardner「明日のための五つのマ
インド」
ハワード・ガードナー著
Reviewer: Yoko
Munezane,
University of ElectroCommunications, Tokyo
宗実陽子 電気通信大学
Email: munezane AT MARK zephyr.
dti.ne.jp
Yoko Munezane reviews
Five Minds for the Future by
Howard Gardner, psychologist and Harvard professor,
renowned for the theoryof Multiple Intelligences.
In his new book, Gardner
describes the kinds ofminds - disciplined, synthesizing, creating, respectfuland ethical - that people
will need in this globalizing world of accelerating change. Explaining why each is important,
Gardner presents the best way to cultivate thedifferent kinds of mind across all ages. The author interweaves his own experiences, invokes
the theory of Multiple Intelligences when appropriate, and introduces ample anecdotes andquotes to illustrate the five minds. This book is
Gardner’s grand project to convince people thatthe very survival of our species will depend on
nurturing minds and potentials that are uniquely
human. The message in the book is especiallyinspiring to all of us who are engaged in the fieldof education, and to all lifelong learners who
would like to cultivate the mental abilities necessary for tomorrow.

急速に広がるグローバル化の流れの中で人類の抱える課題は複雑化の一路を辿っている。エネルギー
資源、食糧、地球環境、テロリズム、科学技術と生命倫理など、多くの課題は相互に絡み合い、多元的に捉えることなくして、真の解決への方向性は見出し難い。
「子孫に譲り渡す地球について情熱を持って考えられる市民をどの様に養成するのか」
この問を念頭に書かれたのが、ハーバード大学の著名な心理学者であり、また“Multiple Intelligences” を初め、数多くの作品を世に送り出しているHoward Gardner氏の啓発の書、Five Minds for the Future ( 明日のための５つのマインド)である。その五つのマインド(思考力・心)とは”The Disciplined Mind”“The Synthesizing Mind”“The Creating Mind”“The Respectful Mind” と“The Ethical Mind”
だ。人間がその’mind’を最大限に発揮できる可能性を研究し続けているガーディナ
ー 氏 が 新 しい発 想 の 習 慣を
私たちに教えてくれる。この本
は、組織のリー
ダー、教育に携わる人、そして新しい 価 値 観が希求されるこの時 代に必 要
不 可 欠とされる’mind’(マインド)を身 に 付
け たい 全 て の人への著 者からの熱い思いのこもる一冊である。
本の 内 容を要約すると、まず、 第一章で、大枠を紹介した後、第2章、“The Disciplined Mind”(
熟練した心)において主要学問分野や職業に関する思考方法に精通する心を説いている。熟練した心を育てる為には、本当に重要な概念を識別し、そのテーマを長期間（最低10年間）、かつより深く、多岐に渡る方法で研究することが必要だという。 次に、第3章 “The Synthesizing Mind”（統合する心）では、膨大且つ多種の情報を大局的に捉え、一貫した有機的な統合体にまとめ、他者に伝える能力を挙げている。
著者は一つの主題を深く追求する「レーザー的知性」と 領域関のつながりを見つけ出す「サーチライト
的知性」という比喩を使い、熟練した心を育てつつ、統合する心を育てる方法を模索する。第4章 “TheCreating Mind”(創造する心)では、熟練と統合を基に斬新な視点から問題を提起し、全く新しい発想で解決策を提示し、新分野を切り開く心を説く。 ガードナー氏は1983年Frames of mind: The Multiple Intelligences
で知性について因習を打破する考えを示し、創造性やリーダーシップに関する画期的な考え方を提示しLearning Learning 2008 • Vol 15.2

— 35

ZZ Book Review
た。まさに“Disciplined Mind”と”Synthesizing Mind”
第四に、様々な逸話が随所に効果的に織り込まに立脚した“Creating Mind” のなせる技である。そし れ、抽象的な概念も、命が吹き込まれたごとく生き生て、第5章“The Respectful Mind”(尊敬する心)におい きと伝わってくることをあげたい。
ては、個人や集団の間の差異を歓迎、尊重し、建設的最後に、科学技術の発展とその応用への警鐘が要に対応する心について述べている。あらゆる人が相互 所要所に含まれていることにもふれておきたい。かつに強く結びついて暮らしている現在、差異を尊重する て、単なるサイエンスフィクションであった様々な事ことは重要であることを強調している。第6章 “The が、現実となりうる一歩手前まで到達していることを
Ethical Mind”: (倫理的な心)では、職場や地域社会、 改めて考えさせられる。
或いは、この地球における自己を、倫理的に望ましい
以下、筆者の所感である。この本を読み終え、2003
役割を果たす者として捉え、活動の基礎にする心を取
年夏のTeachers College, Columbia University, Tokyo
り上げている。第七章”Conclusion”の章においては人のlecture において、氏が ”We have enough smart
類の発展は
「統合」
「創造」
「尊敬」
「倫理」
といった人間people. We need more goodies.”と繰り返しておられた特有の可能性を育てられるかどうかにかかっているとことを思い出した。今日、世界の人々が、「人間は一体し、そして、”Five Minds”を達成できるかどうかは教何を目指し、どこへ行くのだろう？」
日々自問している
育システム全体（広い意味での教育）にかかっている様にも思える。不可思議な偶然から、宇宙を漂う原子と結んでいる。
がやがて、有機物となり、タンパク質となり、生命が生
さて、本著の特筆すべき五つの点を紹介したい。
まれ、何十億年という果てしない時を越え、命が続い第一に、ガーディナー自身の豊富な経験が随所に ている。傷つきやすい人間社会であるからこそ達成で織り込まれていることにより、著者の熱意と人となりを きるものを大切にという著者のメッセージは非常に尊感じることができることだ。理想的な心の育て方を語 いと思う。
りつつ、根底にある氏の姿勢はあくまでも現実的であ
先日、イギリス、ブリストルに本拠地を置く、ラジオ
る。
番組、Radio: SALAAM, SHALOM について知る機会

次 に 、多くの 読 者 に な じ み 深 い 、M u l t i p l eIntelligences への言及をあげることができる。例えば、“The Disciplined Mind” を達成する過程で、複数の”Intelligences”を意識することを推奨している。建築の分野に熟練するにあたり、主要となる、”spatial
i n t e l l i g e n c e ” に加え、”lo g i c a l - m a t h e m a t i c a l
intelligence”“naturalist intelligence”“interpersonal
intelligence” なども活かし、何種類もの方法で思考し、試行することにより、より深い理解を促し、熟練を達成できると言う。人間の限りない潜在能力、数値化できない人の資質を信じる氏の固い信念が表れている。

第三に、古代ギリシャの賢人アリストテレスから、
インド建国の父、マハトマ・ガンジー、そして現代のビ
ル・ゲイツまで、全編を通し、古今東西を問わずあらゆる分野から、多くの偉人・指導者達を登場させることにより、人類の知と心のパノラマを見ることができる構成となっている。

があった。イスラム教徒とユダヤ教徒がラジオ番組という場で自由に語りあう。 相手を理解する為に自分自身をみつめ、そして、相手から学び、平和への願い
をラジオで発信し続けているというものだ。これはまさに”The Creating Mind”“The Respectful Mind”“The
Ethical Mind”
を統合する様な試みと言えよう。草の根
で個人と個人が”Five Minds”
を通して結びついていく
ことで、歴史や感情のこじれを乗り越え「恒久平和」
への道を歩んでいく糸口を見つけていく、これが、著者がこの本に託した願いであろう。
修正: 学習の学習15 (1) 38頁 入江恵著書評「自律を目指すことばの学習―さくら先生のチュー ト
リアル―」
Correction: Learning Learning 15(1) page 38,
Learning towards Autonomy: Teacher Sakura’s
Tutorial Class Book Review 誤
Error: 松下竜達彦先生 正 Correct: 松下達彦

36 — Learning Learning 2008 • Vol 15.2

LD SIG FORUM — Pac7 at JALT2008
SCAFFOLDING: LOOKING THROUGH LEARNERS’ EYESINTERACTIVE POSTER PRESENTATIONS AND WORKSHOPWITH DERYN VERITY• November 1, Saturday• Time: 4:10 - 5:50
• Room: 513

Do you remember a time in your life when you learned or failed to learnsomething as a result of “scaffolding”? To share your stories and find out
more, come and join the discussion and activities facilitated by Deryn

Verity.
Posters on personal experiences of scaffolding include the importance of dialoguing in learning by Etsuko Shimo, Venn diagrams as a vehicle for academic
learning by Naoko Harada, becoming autonomous through cooperative and reflective group
work by Hideo Kojima, learning from “expert” writing samples by Alison Stewart, in-depth
listening as a teaching technique by Amanda Bradley, and learning to speed-read by Kayo
Ozawa.
Challenge your assumptions about scaffolding and autonomy.
Don’t miss this key event!

『学習者ディベロプメント研究部会 PAC7 at JALT2008 フォーラム』「足場組み」：学習者の視点からインターラクティブ・ポスター発表とワークショップ
デリン・ヴェリティ氏とともに•••11月1日（土）
時間：午後4:10 – 午後5:50
場所：Room ５１３「足場組み」
を通して何かを学べた、あるいは学び損ねたということはありませんか。
デリン・ヴェリティ氏の進行による議論と活動に参加して、自分の経験を話し、知識を深めませんか。
「足場組み」の個人的な体験に関するポスター発表には、次のようなものがあります。
「学習上の対話の重要性」（シモ エツコ）「ベン図によるアカデミック学習」（ハラダ ナオコ）、「協力的・内省的グループ活動を通して自律性を身につける」（コジマ ヒデオ）、「専
門家のライティング例から学ぶ」（スチュアート アリソン）「教授テクニックとしての徹底的リスニング」（ブラッドリ アマンダ）、「スピード・リーディングを学ぶ」（オザワ カヨ）

この機会をぜひ活用し、「足場組み」と「自律性」に関する新たな視点を模索しましょう。

Learning Learning 2008 • Vol 15.2

— 37

ZZ PAC7 at JALT2008 Events

PAC7 at JALT2008:
LD SIG MEMBERS’PRESENTATIONSPAC7 at JALT2008 全国大会 LD SIGメンバーによる研究発表一覧T

his year’s PAC7 at JALT2008 conference
promises a brilliant array of cutting-edge
presentations. Here are the sessions by LD
SIG members, which you might want to highlight in your conference program.

今年の大会も新しい視点でみた画期的な発表で盛りたくさんです。下記はLD SIG メンバー による研究発表の一覧です。どれも必見です。お見逃しなく！

Saturday, November 1• 11:15-12:15—Rm 310—Jim Ronald The
Dictionary in the Classroom• 11:15-12.15—Rm 412—Yasuko Ito et al
Effectiveness of a Short-term Study Abroad
Program• 11:15-12.15—Rm 512—Barry Mateer Learning
Communities and Learners as Experts• 12:15-2.15—EME—Umidahon Ashurova
Bridges between In-Class and Out-of-Class
Learning• 12:15-2:15—EME—Jo Mynard et al
Developing Engaging Materials for EFL
Learners• 1:15-1:40—Rm 404—Ann Mayeda et al
Teacher-Training Course for Elementary
English• 1:55-2:20—Rm 411—Hiromi Furusawa
Culture, identity and classroom
communication• 2:35-3:35—Rm 101—Amanda Bradley
Teaching Speaking in Japan• 2:35-3:35—Rm 311—Suzanne Bonn et al The
Interweaving of JACET and JALT
• 4:10-5:10—Rm 102—Mike Stockwell
Developing/Enhancing EFL Learners’ Writing
Skills• 4:10-5:10—Rm 107—Joe Falout et al
Motivation of Japanese and Korean Students• 4:10-5:10—Rm 302—Dexter da Silva What’s
trust got to do with it?
• 4:10-5:10—Rm 410—Thomas Amundrud
Tertiary LTs and student mental health inJapan• 6:05-6:30—Rm 413—Yasuko Ito et al The
Validity of Literacy-based Interview Exams

Sunday, November 2• 9:15-10:15—Rm 414—Stacey Vye et al
Teaching Autonomy: Practical Frustration
Busters• 10:30-10:55—Rm 101—Alan Stoke
Negotiating a Contract of Sale for LLEP
Students• 12:00-2:00—EME—Joyce Cunningham
Creating Writing Communities et al Online• 12:00-2:00—EME—Greg Rouault Reading
Reflections with Graphic Organisers• 1:05-2:05—Rm 303—Yoko Munezane
Conversation with Art using Multiple
Intelligences• 1:05-2:45—Rm 512—Juanita Heigham et
al Interweaving Self-Access and Classroom
Learning• 2:20-2:45—Rm 415—Stephen Ryan Cultural
Experience Programs• 4:25-4:50—Rm 404—Tanya McCarthy The
Power of Collaborative Innovation• 4:25-4:50—Rm 511—Malcolm Swanson& Paul Collett Implementing Student
Management Systems• 4:25-4:50—Rm 512—Jim Ronald Making themost of the Electronic Dictionary

38 — Learning Learning 2008 • Vol 15.2

ZZ PAC7 at JALT2008 Events

Come Join Us For Dinner and an
Evening of Fun at PAC7 at JALT2008!
The friendly folks at the College and University Educators (CUE) SIG, the Learner Development(LD) SIG, and Teachers College (TC) Columbia University Tokyo are having a joint dinner party
at the PAC7 at 2008 JALT conference in Tokyo to celebrate our learning/teaching community.
The Party will be held at The Pink Cow, for an amazing buffet with plenty of vegetarian dishes.
• Date: Saturday November 1st, 2008
• Time: Buffet from 8:00pm to 10:00pm, followed by after dinner drinks and mingling• Price: 3,500 yen• Address: Villa Moderuna B1, 1-3-18 Shibuya, Shibuya-ku, Tokyo 150-0002• Getting there: http://gmap.jp/shop-912.html?&uid=197621• Telephone: 03-3406-5597• Website in Japanese: http://www.thepinkcow.com/NewHome_j.htm• Website in English: http://www.thepinkcow.com/NewHome_e.htm• Food menu: Amazing dinner buffet! Plenty of vegetarian dishes available!
• Drink menu: One free drink, including non-alcoholic drinks, beer, wine & basic mixed drinks• Limit: Seating is limited: Reservations on a "first come first serve basis.” We’ll have therestaurant section to ourselves with a seating capacity of 90. Deadline for reservations is
October 24th. Best to reserve your seat early for this festive event at JALT2008.

**Please reserve your seat by emailing Yumiko Tamura at Teachers College: yumiko@tcjapan.edu including your name and which of the three organization(s) you are from *****Maps of the restaurant will be available at the LD-SIG Desk at the conference***

JALT２００8での素敵なディナーと楽しいひとときはいかがですか？
JALT CUE-SIG大学外国語教育部会、LD SIG学習デベロップメント研究部会、及び、TC(Teachers College Columbia,
Tokyoコロムビアティーチャーズカレッジ)の共催により、豪華な懇親会を計画しました。皆さん是非、お越しください。
今年もおいしいベジタリアン・ディッシュで定評のあるThe Pink Cowで開催いたしますので、お誘い合わせの上、気軽にご参加ください。気楽な仲間と大いに盛り上がりましょう！
• 日時: 2008年11月1日(土)PM8:00～PM10:00• 会費: 3,500円• 地図: http://gmap.jp/shop-911.html?&uid=197621• 住所: 渋谷区渋谷1-3-18ビラモデルナB1• 電話番号: 03-3406-5597• ホームページ(日本語): http://www.thepinkcow.com/NewHome_j.htm• Website in English: http://www.thepinkcow.com/NewHome_e.htm• お食事のメニュー: 充実のビュッフェ。ベジタリアンディッシュも沢山ご用意!
• お飲み物のメニュー: ワン・フリードリンク付き（ソフトドリンク、ビール、ワイン、カクテルを含む）• 定員: 人数に限りがございます。予約は先着順にて受付中。定員９０人のレストランですが、人気の企画ですので、お申し込みはお早めに。
• 申し込み期限：１0月24日• 申し込み方法：TCの田村由美子さん宛にメールでご予約ください。yumiko@tc-japan.edu また、お申し込みの際はご所属の明記をお願いいたします(CUE/LD/TC)。
***レストランへの地図は大会開催中のCUE, 学習ディベロップメント研究部会、TCデスクにてご用意しています***Learning Learning 2008 • Vol 15.2

— 39

ZZ Acknowledgement

The LD SIG Thanks Teachers College for
Providing the Meeting Venue for theGreater Tokyo LD Get-togethers forFree!
As a token of our thanks, we are pleased torecommend the MA TESOL program at TC Columbia
University, Japan Campus:T

he Teachers College, Columbia University Japan Campus has been successfully offering graduate courses in Suidobashi, Tokyo for the past 21 years to provide teachers with the same quality graduate studies as the New York campus. The campus offers two MA degree programs: an
MA in Art Education, providing opportunities to study the traditions of fine art and the popular arts
of mass culture, and the MA in TESOL, providing opportunities to study the theory and practice ofteaching English as a Foreign Language (EFL) in Japan.
The Teachers College Japan Campus was officially designated by the Ministry of Education,
Culture, Sports, Science, and Technology (MEXT) as a “Foreign Graduate School, Japan Campus”
on September 20th, 2006. As the largest private graduate school of education in the U.S. (ranked thenumber one graduate education schools for 2007
by U.S. News Reports), Teachers College continues
to develop innovative and practical programs forteachers.
The M.A. in TESOL program provides opportunities to earn a graduate degree part-time by attending weekend classes. This program offers degree
concentrations for novice and elementary school
teachers, as part of its generalist degree for teachersin other English teaching contexts. Applications are
accepted throughout the year, allowing students tostart in the fall, spring, or summer semesters. The
cooperative nature of the program emphasizes systematic analysis of actual practices, in relationship to
key theories in language teaching and learning, and the opportunity for students to be observed byprofessors in their schools in order to explore teaching ideas.
Teachers College also offers an MA in Art and Art Education program. The study of art encompasses the traditions of fine art and the popular arts of mass culture, and a central tenet of the program is the role of the arts in nurturing human growth and development throughout the lifespan.
Within this context, courses in art education examine the different environments in which the various art forms reach their audiences: private and public schools, colleges, museums, arts centers,
hospitals and other settings.
For more information on these and other programs visit www.tc-japan.edu or contact the TC Office(Phone 03-3221-9771 or Email <office@tc-japan.edu>)

40 — Learning Learning 2008 • Vol 15.2

ZZ Acknowledgement

LD SIGの東京のミーティングはティーチャーズカレッジ
日本校を無料で利用させて頂いています。感謝の気持
ちを込め、このコーナーではTCコロンビア大学日本校のMAプログラムについてご紹介します。
コロンビア大学ティーチャーズカレッジ日本校

コ

ロンビア大学ティーチャーズカレッジ日本校（東京・水道橋）
は、２1年間にわたって日本の教員を対象にニューヨーク本校と同等の教育を提供し続けてきました。日本校では現在アート エデュケーショ
ンと英語教授法の2つの修士課程プログラムを行なっています。

ティーチャーズカレッジ日本校は、２００６年９月２０日、文部科学省(MEXT)より「外国大学院の日本校」
として正式に指定を受けています。本国アメリカにおいてティーチャーズカレッジは、米国最大の私立教育学部
大学院として、教員のために革新的・実践的な教育を展開してきました。２００７年のＵＳニューズレポート
紙の評価では、米国の教育学部大学院部門で第一位に選ばれています。
アート＆アート エデュケーション修士課程では伝統的な美術からポップアートまで広い範囲の芸術について研究します。プログラムの中心となる理念は、生涯を通じて人々の成長と発達を育むことにおける芸術の役
割です。この理念に基づき、アート エデュケーションコ
ースでは様々な芸術形式が鑑賞される環境 — それは学校・大学・美術館・アートセンター・病院など多岐に渡りますが — について検証していきます。
英語教授法（TESOL）修士課程は、週末に行なわれるクラスに出席することによって修士号を取得できるコースです。通常の課程の一部として、教師経験年数が少ない方々と小学校の教師を特に対象とした単位の取り方も用意されています。出願は１年間を通じて受付けており、秋学期、春学期、夏学期のどの学期からでも入学できます。このプログラムでは、より学習効果の高い授業を創り出すために、教育現場での実践を、語学教育と学習における主要理論に関連付けて分析することに重きをおき、学生が実際に教鞭をとる学校へ教授が訪問し、授業を見学してフィードバックを与える機会を設けています。
詳細につきましては、ホームページwww.tc-japan.eduをご覧いただくか、TC Office (TEL: 03-3221-9771 またはEmail：office@tc-japan.edu)までご連絡ください。

Learning Learning 2008 • Vol 15.2

— 41

ZZ Reports
LD SIG財務報告 2008年4月 - 2008年8月
LD SIG Financial Report April 2008 - August 2008
April 2008

May 2008

June 2008

July 2008

August 20082008年4月

2008年5月

2008年6月

2008年7月

2008年8月

Balance in Bank account
銀行口座の残高

147082217595258111

193927

193943

Reserve liabilities 本部預け金

100000100000100000100000100000Cash on hand 現金

41853

6118

6043

16443

16443

Balance carried forward 残高

288935323713364154310370310386

0

0

0

0

0

Total revenue 総収入

80515

49520

54918

18

18

Total expenses 総支出

45737

9079

1087022

2

Total expense liabilities
総経費負債

0

0

0

0

0

End balance 残高

323713364154310370310386310402

Balance in Bank account
銀行口座の残高

217595258111

193927

193943

193959Reserve liabilities本部預け金

100000100000100000100000100000Cash on hand現金

6118

6043

16443

16443

16443

LD SIG balance 残高

323713364154310370310386310402

Total revenue liabilities
収入負債の総額

Major expenses 主な経費 April 2008 to August 2008
Layout for Learning Learning15(1)
学習の学習15(1) レイアウト

45735

Retreat Payment
リトリート支払い

102100Freight 送料

9075

Major revenue 主な収入April 2008 to August 2008
Publication sales by SIG
SIGの書籍販売
Membership Dec-Mar 2008
会費 12月-3月2008
Retreat Fee Collection
リトリート代金集金

10000

9000

13500

40500

39200

70500

42 — Learning Learning 2008 • Vol 15.2

ZZ Reports
Active balance September 15 th, 2008 可動残高2008年9月15日

193,943

PLANNED EXPENSES Sep 2008 to March 2009 2008年9月- 2009年 3月予定経費
Postage LD materials LD資料

郵送料

15,000

JALT Conference (November) Grants and others
JALT 大会(11月)

奨励金・他

Learning Learning 15 Issue 2 (September 2008)
学習の学習 15（2）2008年9月
TOTAL

70,00040,000

合計

125,000

PROJECTED REVENUE Sep 2008 to March 2009 2008年9月- 2009年 3月予定収入
Publication sales書籍販売

50,000Membership 40 members 会費 40人分

60,000

TOTAL

合計

110,000

Projected active balance March 31st 20092008年3月31日予定残高

178,943

LD Reserve liabilities (held by JALT National) March 31st2009
2009年3月31日LD負債準備金（JALT本部）

100,000

Keiko Kawazu 河津佳子
LD SIG treasurer

LDSIG財務15 September 2008２００8年9月15日

LOCAL GET-TOGETHERS: SHARE, TELL, ASK,CHALLENGE, HELP, LEARN, ENJOY!
For information on local LD meetings that are taking place near you, or for advice andfinancial support to help start a new local get-together venture, contact us: Stacey Vye <stacey.vye AT MARK gmail.com> or Mike Nix <mikenix AT MARK tamacc.chuo-u.ac.jp>.

エリアミーティング：分かち合い、話し合い、聞き合い、助け合い、そして共に挑戦し、学び、楽しみましょう！
あなたの近くですでに行われているミーティングについて、または地元でのLDミーティングを始めるにあたってのサポートについて、ステイシー・ヴァイ<stacey.vye AT MARK gmail.com> もしくはマイク・ニックス<mikenix AT MARK tamacc.chuo-u.ac.jp>まで是非お問い合わせください！

Learning Learning 2008 • Vol 15.2

— 43

ZZ LD SIG Officers

Learner Development SIG Officers 2008
学習者ディベロップメント研究部会 2008年度 委員リスト
Coordinator:
Web and IT
Communications
International Liaison
Treasurer:

Hugh Nicoll 		(Lucy Cooker

hnicoll AT MARK gmail.com
lucycooker AT MARK gmail.com)

Andy Barfieldbarfield.andy AT MARK gmail.com
Keiko Kawazu
kepichan AT MARK yahoo.co.jp(Hiromi Furusawa admin AT MARK eigoya.com)
Membership:
Stacey Vye 		
stacey.vye AT MARK gmail.com(Jodie Stephenson jodie_js AT MARK yahoo.co.jp)
Publications:Alison Stewart
stewart_al AT MARK hotmail.com
Masuko Miyahara MasukoM ATMARK aol.com
Jim Ronald		jamesmartinronald AT MARK yahoo.co.jp
Kay Irie 		kayirie AT MARK mac.com
Programme:
Ellen Head 		ellenkobe AT MARK yahoo.com
Martha Robertson marrober AT MARK alumni.iu.edu(Jan Taniguchi-Ossorio
jan AT MARK bca.bai.ne.jp)
Learning Learning
Alison Stewart
stewart_al AT MARK hotmail.com
editorial team:
Masuko Miyahara MasukoM AT MARK aol.com(Ellen Head 		ellenkobe AT MARK yahoo.com)(Jim Ronald 		jamesmartinronald AT MARK yahoo.co.jp)(Kay Irie 		kayirie AT MARK mac.com)(Peter Mizuki
peter.mizuki AT MARK nihon-u.ac.jp)
Members at large:
Chris Carpenter
chris AT MARK dokkyo.ac.jp
Etsuko Shimo
etsu321 AT MARK hotmail.com
Greg Rouault
synectix AT MARK hotmail.com
Marlen Harrison scenteur7 AT MARK yahoo.com
Mike Nix 		
mikenix1 AT MARK tamacc.chuo-u.ac.jp
Naoko Aoki 		naoko AT MARK let.osaka-u.ac.jp
Phil Brown 		philza2003 AT MARK yahoo.com
Steve Brown
brown AT MARK konan-wu.ac.jp
Yoko Wakui 		
ywakui AT MARK bu.iij4u.or.jp
Local get-together coordinators:
Hiroshima
Jim Ronald
		jamesmartinronald AT MARK yahoo.co.jp
Kitakyushu
Malcolm Swanson 		
msswanson AT MARK pukeko.ws
Kobe
Naoko Aoki		naoko AT MARK let.osaka-u.ac.jp
Osaka/Kyoto
Etsuko Shimo 		
etsu321 AT MARK hotmail.com
Miyazaki
Steve Davies 		sdavies AT MARK miyazaki-mic.ac.jp
NagoyaAshurova Umihadon
uzfemida79 AT MARK yahoo.com
Robert Croker 		croker AT MARK nanzan-u.ac.jp
Nara
Ann Mayeda 		
KFA05374 AT MARK nifty.ne.jp
Greater Tokyo
Kay Irie			kayirie@ AT MARK mac.com(Omiya,West Tokyo,
Masuko Miyahara
MasukoM AT MARK aol.com
Tokyo, Ibaraki, Chiba, &the Yokohama)Note: People in ( ) are shadowing and assisting.

44 — Learning Learning 2008 • Vol 15.2

ZZ Contributions

Contributing to
Learning Learning
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. We welcome writing in different formats and different lengths about
different issues connected with learner and teacher development, such as:
•
•
•
•
•
•
•
•
•
•

articles (about 1,000 to 2,500 words)
reports (about 500 to 1,000 words)
learner histories (about 500 to 1,000 words)
stories of autonomy (about 500 to 1,000 words)
book reviews (about 500 to 1,000 words)
letters to the SIG (about 500 words)
personal profiles (100 words more or less)critical reflections (100 words more or less)research interests (100 words more or less)poems… and much more…

We would like to encourage new writing and new writers and are also very happy to workwith you in developing your writing. We would be delighted to hear from you about your ideas,
reflections, experiences, and interests to do with learner development, learner autonomy andteacher autonomy.
We hope to publish the next issue of Learning Learning in April, 2009. Ideally, we would liketo hear from you well before March 15th 2009 – in reality, the door is always open, so feel free
to contact somebody in the editorial team when you are ready:Alison Stewart
Ellen HeadJames Ronald
Kay Irie
Masuko MiyaharaPeter Mizuki
Stacey Vye

stewart_al AT MARK hotmail.com
ellenkobe AT MARK yahoo.com
jamesmartinronald AT MARK yahoo.co.jp
kayirie AT MARK mac.com
MasukoM AT MARK aol.com
peter.mizuki AT MARK nihon-u.ac.jp
stacey.vye AT MARK gmail.com

Learning Learning is the newsletter of the JALT Learner Development SIG. We aim to publish twice a year in April and October. All pieces are copyright of their respective authors.
Permission to re-print writing from Learning Learning should be sought directly from theauthor(s) concerned.

Learning Learning 2008 • Vol 15.2

— 45

ZZ Contributions「学習の学習」原稿募集「学習の学習」
は会員に興味あるつながりを構築する空間です。次号「学習の学習」
への和文（もしくは英文、及び二言語での）投稿を募集しています。形式や長さを問わず、学習者及び教員の発達に関連した以下のようなさまざま文章を歓迎しています：• 論文(約4000字－10000字)• 報告書(約2000字－4000字)• 学習者のヒストリー (約2000字－4000字)• 自律性に関する体験談• 書評(約2000字－4000字)(約2000字－4000字)• SIGへの手紙(約2000字)• 個人プロフィール(約400字)• クリティカル・リフレクション (約400字)• 研究興味(約400字)• 詩

その他

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、そして学習者の発達、学習者の自律性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。
次号「学習の学習」
は2009年4月に出版の予定です。ご興味のある方は、最終入稿日2009年3月15日より
ずっと前に余裕をもってご連絡いただければ幸いです。受け付けは常にいたしておりますので、アイディアがまとまり次第、遠慮なくいずれかの編集委員にご連絡ください。
アリソン・スチュワート
エレン・ヘッドジェームス・ロナルド
入江
宮原

恵

万寿子

ピーター・ミズキ

stewart_al AT MARK hotmail.com
ellenkobe AT MARK yahoo.com
jamesmartinronald AT MARK yahoo.co.jp
kayirie AT MARK mac.com.
MasukoM AT MARK aol.com
peter.mizuki AT MARK nihon-u.ac.jp「学習の学習」はJALT学習者ディベロプメントSIGの会報です。年2回4月と10月に出版予定です。全ての原稿の版権はそれぞれの執筆者にあります。
「学習の学習」の文章を他の出版物に使う場合は直接その執筆者の許可をもらってください。

46 — Learning Learning 2008 • Vol 15.2