Learning Learning 17 (1) Spring 2010
Looking ahead
Exploring Self-assessment at
Nakasendo 2010

『中仙道２０１０ - 自己評価の研究』

Andy Barfield
アンデイ・バーフィールド
学会へのご招待
英語教育研究集会「中山道２０１０」は今
年の６月２０日に東京家政大学で開催される。「中仙道２０１０」の研究集会の特徴
は、メンバーの多様性を誇りとし、共同作業の精神に基ついた英語研究集会である。
様々な分野、文化、教育的背景を持つ人々が一同に会する場であり、世代、様々な英語教育の研究会、そして様々な語学教育の分野の違いを超え、交流を深めることを目的としている。
今年の学会のテーマは「学習者としての教師、教師としての学習者」であるが、JALT
学習者デベロップメント研究会（LD SIG）,
Framework and Language Portfolio (FLP),
教師教育研究部会(TE) の新たな協力により、学会は開催される。FLP SIGの佐藤洋子
は、「大学へ導入可能な自己評価表およびチェックリスト:挑戦と調整」という題のワークショップを行う。また、学習者デベ
ロップメント研究会（LD SIG）はアンデイ・バーフィールドがまとめ役となり、ワー
クショップ「自己評価に対する複合的見解」を主催する。
このワークショップにはルーシー・クッ
カー、アニー・マーロー、ピーター・水木、
ヒュー・ニコル、ブレンダン・バン・デユー
セン、宇野沢 和子、ステーシー・ヴァイの７人が発表者となる。このワークショップで取り上げられるテーマはQ方法論からビデ

Learning Learning 17 (1) Spring 2010

オ分析による自己評価と様々である。教師教育研究部会(TE)が取り上げるテーマについては近日中に発表される。詳細また事前登録方
法等については「中山道２０１０」のホームページをどうぞご覧になってください。アドレズは以下のとおり：http://
nakasendo.freehostia.com/nakasendo2010/index.html 皆様の参加をお待ちしております。
Introduction
Nakasendo is taking place on Sunday June
20th this year at Tokyo Kasei University, and if
2010 is anything like last year’s conference, itwill be a very high-energy day, with a lot ofinteresting sessions and discussions. One
reason why the Nakasendo series ofconferences has got off to such a good start isthat it has set out to bring many diverse
groups in language education together around
its annual conference. Nakasendo bills itself
as “an ever-expanding, multi-organizational
English conference based on mutual support
and collaboration” and as “a dynamic cooperative dedicated to promoting positivechange in English language learning andteaching in Japan through collaboration”. The
Nakasendo co-operative tries to crossgenerations, teacher groups, and sectors oflanguage education in Japan, and prides itself
on its diversity (“educators from different
contexts, different cultures and different
educational backgrounds”) and collaborativeedge. It has that same kind of hybrid buzz andactivity that groups like the Learner
Development SIG had in the 1990s when they
were full of ideas for doing things differently,
and teacher education hadn’t yet becomecommodified into 20-minute Powerpoint
knowledge transmissions, with five minutes forquestions at the end…
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Looking ahead
Focus on self-assessment
This year’s conference theme, Teachers as
Learners, Learners as Teachers, suggested
some possibilities for putting together asequence of workshops on self-assessment
between the Learner Development SIG, theFramework and Language Portfolio SIG and
the Teacher Education SIG. The three groups
are each doing something different. Here I
report on plans by the FLP SIG and LD SIG
only, as Teacher Ed had yet to finalize its
session at the time of writing.
FLP SIG workshop
For the FLP SIG, Yoko Sato is doing aworkshop entitled “Introducing a selfassessment grid and can do checklists into
Japanese university EFL classes: Challenges
and adaptations”. Her presentation is basedon a one-year classroom study, and she isplanning to discuss with participants:(i) typical problems encountered in the initial
implementation of these tools in general
English classes(ii) subsequent modifications made(iii) awareness-raising and practice activities
incorporating these tools(iv) the positive impact of the reflective
practice on students’ self-awareness andattitudes to learning observed at the endof the year.
Sato will consider, in particular, theimportance of providing regular learnertraining on reflection.
LD SIG workshop
In contrast, the Learner Development SIG isdoing what has evolved into a multi-session
workshop called Multiple Views on Selfassessment. The workshop involves six

Learning Learning 17 (1) Spring 2010

presenters, using poster, materials and videoloop displays, where participants will have achance to rotate and mingle according to theirinterests, with pair, small-group and wholegroup discussions included. The areas of focus
taken by each individual presenter are as
follows:
Lucy Cooker (poster), University of
Nottingham, England
Towards a learner-generated tool for the (self-)
assessment of learner autonomy
In this presentation, I will explain how I used
Q-methodology (a research method whichallows for the systematic investigation ofsubjectivity, and one which incorporates both
qualitative and quantitative elements) and indepth interviews to investigate learners’
perceptions of the non-linguistic outcomes ofautonomous language learning. I will thendescribe how these learner-generated
understandings have been used to develop atool to support learners in the formative
assessment of their autonomy.
Anni Marlow (Powerpoint & video loop),
Meiji University
Value of peer review for individual selfassessment in the writing classroom
I explore the management and role of peer
review in a first year undergraduate science
English writing class for science, engineeringand medical students, where peers were theadvisors, critics and facilitators driving thedevelopmental process of redrafting andconsequently the self-assessment of theindividual writers’ work.
Peter Mizuki (poster), Nihon University
Self-assessment in the learning processThis is a report on an intensive Academic48

Looking ahead

English Course. This course focused on thefour skills and emphasized autonomous
learning activities in the form ofpresentations. The students filled out short
self-evaluation forms after finishing two
presentations; according to their comments,
this helped give them confidence and selfawareness of how to improve their language
skills. In this report I will give an outline of
the course and discuss the results of thestudents’ self-assessments.
Hugh Nicoll (poster with laptop),
Miyazaki Municipal University
Video self-sssessment in an American
studies seminar
In this presentation I will describe the use ofvideo recordings and self-assessment
protocols with students in my American
studies seminar. The members of theseminar are working on developing
academic reading and writing skills forresearching and responding to literary texts,
but are personally interested in developing
workplace English competencies. The
presentation will focus on video recordingsof group discussions and individual
presentations to help learners focus on bothpractical language skills and strategies for
improving their academic literacy.
Brendan Van Deusen (poster), Nagasaki
International University
Learner strategies and success
The “good language learner” is an enduring
if elusive concept with intuitive appeal. I will
discuss the results of university students’

Learning Learning 17 (1) Spring 2010self-assessment on learning strategies as alocalized investigation of “good language
learner” qualities. I will also identify students’areas of success and further need, and discuss
relationships to other research.
Stacey Vye (poster), Saitama University
Multi-purpose self-assessment
I would like to share self-assessment in action
through the daily reflection sheets I use with mystudents at Saitama University. The students
reflect on and write about what they learned
and what their learning goals are. The reflection
sheet has morphed into a multi-purpose tooland quintuples as a self-assessment device, aname badge, a classroom language suggestion
guide, a forum for sharing new vocabulary andreflections, and a chance to communicate withme each week.
Some further connections
For me it’s been fun to put together a focus on
self-assessment for the Learner Development
SIG and to see different proposals come in andevolve together into a multi-session workshop.
At the LD Tokyo Area Get-together in March
this year we talked about trying to create ahighly participatory session for Nakasendo, andI am looking forward to seeing how it works out
on the day on June 20th. It’s good seeing
different groups serendipitously start up andwork collaboratively, before they morph into
new groups that take these explorations further.
They offer some interesting paths for us to take
together to explore learner development this
year.

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Looking ahead

Teacher Learner/Development: A
Moveable Feast, Sunday, October 17,
a one-day conference with Learner
Development SIG, Teacher Education
SIG & Osaka JALT Chapter, October2010 at Osaka Gakuin University
Save Sunday October 17 in your schedule
book! This fall the Learner Development SIG,
the Teacher Education SIG, and the Osaka JALT
chapter are collaborating on a Teacher
Development Day at Osaka Gakuin University.
Think ahead to the fall: leaves’ colors arechanging; days are getting cooler, we’re back inthe swing of things after the summer break, inmany places harvests are in, delicious autumn
cuisine is being served. Staying with theharvest/food image, we are calling the event:
Teacher/Learner Development: A Moveable
Feast. We think the day will be quite a feast, as
one organizer mentioned, “offering vitalnutrition for our teaching lives!” Teacher/
Learner Development “A Moveable Feast” willfeature plenary sessions with Charles Adams andChuck Sandy, and workshop led by Deryn Verity
and Steve Cornwall, and presentations on themes
related to Teacher Development and Learner
Development. As a Feast, this event is intended
to provide refreshment for and celebration of ourteaching and learning lives. More detailed
information will be sent to our discussion lists
very soon, but in the meantime, if you have an
idea for a workshop or presentation, please get intouch with one of us right away!
Ellen Head <ellenkobe@yahoo.com>
Steve Cornwell <stevec@gol.com>

ムーバブル・フィースト(Movable
feast)：学習者ディベロプメント研究部会・教師教育研究部会・JALT大阪チャプター共催カンファレンス（2010年10月17日 於：大阪学院大学）
研究発表公募のお知らせ
１０月１７日（日）は今からカレンダーに!！「まだ新学年度は始まったばかり、夏にもなってないのに．．．」と思っていらっしゃるかもしれません

が、この秋、教員と学習者ディベロップメントをともに考えるため、学習者ディベロプメント研究部
会・教師教育研究部会・JALT大阪チャプターが一日
カンファレンスを共催します。

夏休みも終わり、木々が色づき始め、ようやく涼し
くなってくる頃を想像してください。各地での収穫と秋の味覚をモチーフに、今回のイベントをTeacher/Learner Development: A Movable Feastと名付けました。ある実行委員は「教員にとって必要な栄養を提供しよう！」とコメント。このカンファ
レンスではCharles AdamsとChuck Sandyによる基調講演、Deryn VerityとSteve Cornwellによるワーク
ショップ、そして教員と学習者ディベロップメント
に関する発表が行われる予定です。祝宴(feast)にふ
さわしく、私たちの教員活動、学習活動をともに祝い、新たな栄養を得る機会となるよう企画されています。そしてその祝宴が移動可能（movable）とは
私たちの教えと学びが柔軟であり、環境に反応し、時に挑戦するものであることを示しています。単独
で個々の団体が開催するよりも、この３つの団体が共催することにより、多様な参加者が協力し合い、
新しい考え方や視点を構築する一日となるでしょう。詳細はメーリングリストなどにて近日中にお伝えしますが、ワークショップや発表のアイディアをすでにお持ちの方は、メールを待たずに是非実行委
員の私たちにご連絡ください。
エレン・ヘッド

スティーブ・コーンウェル

Learning Learning 17 (1) Spring 201050

Looking ahead
Looking ahead to the LD SIG Forumat JALT 20102010!"JALT-#$%&'(&)-&*+,-./012345)6789:

Metaphors we learn by&<=2>6?8
CALL for PAPERS@ABC
Deadline 15th May, 2010
DE：2010!5F15G

The Learner Development SIG Forum at theinternational JALT conference in November
this year is an opportunity for us to explore
different ways of thinking about learning.
Many ways of thinking about learning arefamiliar to us: learning is growth, a struggle, ora journey. Learning can be seen as a solitarypath, though we might prefer to see it as aroad that is shared with others.
今年１１月に行われる、JALT年次大会でのLD SIGフォーラムは、我々にとって、学習についての新しい考え方を切り開く貴重な機会です。様々な学習に関する考え方があります。学習とは成長であり、葛藤であり、はた
また旅であるとも表現されます。学習は孤独な小道であるとも見ることができますが、仲間とともに歩む道として捉えることもできるでしょう。

Do the metaphors that we use open up ourunderstanding, or are they so familiar that we nolonger see the different associations that they
once invoked? What metaphors do we and ourlearners use about learning and learnerdevelopment? These are some of the different
questions that we would like to explore with you in
The Learner Development SIG Forum at
JALT2010.
If you are interested in presenting at the LD Forumat JALT 2010 In Nagoya, please send yourproposal by May 15th to Ellen Head<ellenkobe@yahoo.com> and Andy Barfield<barfield.andy@gmail.com>. Send your proposal
as a Word file, including the following information:
JALT2010における学習者ディベロップメント部
会フォーラムでの発表に興味をお持ちの方は、下記の申込み内容を明記の上、2010年5月15日までに、エレン・ヘッド<ellenkobe@yahoo.com> アンディー・バーフィールド<barﬁeld.andy@gmail.com>まで、お申し込み下
さい。
•
•
•
•

•
•

your first name and family nameyour affiliation
the title of your presentation
the type of presentation: workshop activity/
activities, poster presentation, other(please specify)
the proposal itself (250-300 words);
a short summary of your presentation(75-100 words)＜申込み内容＞
・氏名
・ご所属
・発表のタイトル
・発表形式（ワークショップ、ポスター・プレゼンテーション,その他
明記して下さい。）
・発表内容（英文250­300語程度）
・発表概要（英文75-100語程度）
We would like to make the Forum highly
participatory and interactive, so please keep thatin mind when submitting your proposal.
Many thanks – we’re looking forward to hearing
from you.
たくさんのご応募お待ちしております。

Learning Learning 17 (1) Spring 2010

Ellen Head & Andy Barfield
エレン・ヘッド＆アンディー・バーフィールド

51

Looking ahead

Two Learner Development SIG
Conference Grants:
40,000 yen each
The Learner Development SIG would like tosupport the attendance of two LD SIG
members at this year’s JALT International
Conference in Nagoya, 19–22 November,2010. Two 40,000 yen grants are available
this year.
The SIG would like to award these grants to
LD members who are willing to write aconference report, a report about theexperience, or another piece of writing to be
published in Learning Learning after the
conference.
The two grant recipients can use the money
to cover their travel, hotel, and/or conference
fees for the 2010 JALT conference.
We are particularly keen to support andencourage new members of the SIG, newcontributors to our LD discussions, and/or LD
members researching autonomy in language
education. If you are interested in applying
for a grant, please consider whether you
meet more or less the following criteria:•

publication in Learning Learning
shortly after the conference.
You are relatively new to the field andhave not published much before on
autonomy in language education (asour goal is to support and encourage
new researchers/contributors tolearner development discussions andactivities).

If you more or less fit these criteria (we wish
to be as flexible as possible), please send ina minimum 500-word essay on how you viewthe development of learner and/or teacher
autonomy in your own work or study
situation and/or how you see the story of
your own engagement with learnerautonomy issues in language education.
Send this essay to Andy Barfield, Kay Irie,
and Alison Stewart as a rich text format MS
Word attachment. In your covering email
message, please introduce yourself to us aswell.
We hope that, if you are interested, you willconsider applying for these grants, and weare looking forward to hearing from you by
July 31st 2010.
Best wishes,

•

•

•

You do not have access to researchfunds or conference travel grants fromyour employer(s).
You can attend the 2010 JALT
Conference in Nagoya, 19–22
November.
You are willing to write a conference
report or another article suitable forLearning Learning 17 (1) Spring 2010

Andy Barfield
Kay Irie
Alison Stewart

barfield.andy AT MARK
gmail.com
kayirie AT MARK
mac.comstewart_al AT MARK
hotmail.com

52

Looking ahead
学習者ディベロペメント部会：•大会後まもなく、大会レポート、あるいはJALT年次大会参加助成金（４万円）

ニュースレターLearning Learning

Learner Development SIGは、今年11月19日•この研究分野の活動を始めて比較的日が浅" 22日に名古屋で開催予定のJALT年次大会

く、言語教育における自律に関する発表をまに出席する二人のLD SIG会員をサポートしたいと考えています。 今年は４万円ずつ、2名分の奨励助成金が利用できます。
SIGでは、このカンファレンスのレポート、
またはそこでの体験について書いてくださる
LD会員、あるいはこの年次大会の後、ニュースレターLearning Learning「学習の学習」の為に論文を書いてくださる方々にこの助成金を進呈したいと考えています。助成金を受ける2名の方々は、このお金を2010年
JALT年次大会にかかる交通費や宿泊費、大会参加費として使うことができます。我々は、特にSIGの新規会員の方、LD SIGのディ
スカッションへ新しい貢献をしてくださる方、または言語教育の場で自律学習を研究しているLD会員をサポートし、奨励したいと考えています。
この助成金ご興味がありましたら、まず、以下の基準を（ほぼ）満たしているかどうかをご確認ください。
•ご自身の雇用主からの研究費または出張手
当を受け取るすべをもっていない。
•2010年11月19日" 22日に名古屋にて開催予定のJALT年次大会に出席することが可能。

Learning Learning 17 (1) Spring 2010

（学習の学習）にふさわしい論文の提出が可能。

だあまり行っていない。（我々の目的は学習者育成とこの分野における新しい研究者をサ
ポート、奨励することです。）
あなたがこれらの基準をほぼ満たしているな
らば（できるだけ柔軟に対応したいと考えています）、2010年7月31日までに、ご自身の仕事・研究状況における、学習者および教師の自律に関する考えを500語以上の英文エッセ
イにしてリッチテキスト形式のMS Wordファ
イルにてアンディー・バーフィールド、アリソ
ン・スチュワート、もしくは入江恵宛てにお送りください。
奨励助成金に興味のある方は、是非申込みをご検討頂き、2010年7月31日までに申込みをいただけることを楽しみにしています。
よろしくお願いいたします。
アンディー・バーフィールドbarfield.andy AT MARK gmail.com
入江恵
kayirie AT MARK mac.com
アリソン・スチュワート
stewart_al AT MARK hotmail.com

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