Learning Learning 『学習の学習』 29(1): MINI PROFILES | ミニプロフィール

Learning Learning『学習の学習』
Newsletter of the Learner Development SIG
Spring 2022 LL 29 (1) ISSN 1882-1103

学習者ディベロプメント研究部会 <http://ld-sig.org>

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Learning Learning 『学習の学習』 29 (1): GREETINGS AND NEWS UPDATESGREETINGS AND NEWS UPDATES | 挨拶と近況報告
In This Issue: Learning Learning, Volume 29, Issue 1 今号について….. Lorna Asami
Co-coordinators' Greetings for Spring 2022 2022 年春
Tim Cleminson

コーディネーター挨拶 …..

MINI-PROFILES: SHARING YOUR LEARNER DEVELOPMENT INTERESTS |ミニプロフィール：学習者ディベロップメントについての関心の共有
Mini-profiles ミニプロフィール …. Emily Choong, Henry Foster

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5

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MEMBERS’ VOICES | メンバーの声
Exploring the Role of Self-Esteem in Language Learning …. Megumi Uemi

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FREE SPACE |フリー・スペー
Making Sense of My Father’s Life and Language Trauma…. Ken Ikeda

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LOOKING BACK | 報告
Learner Development SIG Identities JALT Learner Development SIG Forum …. Szabina
Adamku, Tim Ashwell, Blair Barr, Tim Cleminson, Robert Moreau, Sakae Onoda

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Creating Community: Learning Together 7 Reflections …. Sungyeon Kim, Yuki Kinoshita,
Arisa Minami, Kaori Moriizumi, Makoto Namiki, Saki Ogawa, Izumi Sekiguchi, Ririka
Takami, Huiyan Zheng

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Online Get-together Reports …. Tim Ashwell, Ken Ikeda, James Underwood

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LOOKING FORWARD | 今後のイベント
Learner Development SIG Forums: JALTCALL, PANSIG, and JALT International Conference

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SIG MATTERS | インフォメーション
Learner Development SIG Financial Report September 2021 to March 2022….
Patrick Kiernan

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Writing for Learning Learning『学習の学習』応募規定

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

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Learning Learning 『学習の学習』 29(1): GREETINGS AND NEWS UPDATESIN THIS ISSUE: LEARNING LEARNING, VOLUME 29, ISSUE 1
今号についてWelcome and warm greetings to all of you,our readers at Learning Learning. By the time you
receive this issue, spring will be in the air andperhaps the cherry blossoms will be in bloom. I am
excited to bring to you our first issue of the yearthat will surely brighten your day. Heartfelt thanks
go out to my co-editors who have diligently
worked with many authors to check and polisheach article.
Starting us off in the right direction is our new
co-coordinator, Tim Cleminson, who has alreadybeen involved in Learner Development events thisyear, such as the monthly LD SIG Get Togethers.
He will introduce upcoming events andpublications as well as invite everyone to join avariety of opportunities. Please keep in mind that
if you or someone you know might be interested inco-coordinating the LD SIG with Tim, to let him or
any one of us know at <ld@jalt.org>.
In our previous issue last autumn, I mentionedthat we had restarted our “Mini-profiles” section
where members can share a short piece about
what interests, puzzles, and/or intrigues them
about learner development. We warmly welcome
Emily Choong, who joins us from chilly Niigata as afirst-year member of our LD SIG and tells us about
her ALT work and podcast. Our second Mini-profile
was sent to us by Henry Foster, a longtime Kyoto
resident with research interests in task-basedlearning and the role of technology and materials
in language education.
Megumi Uemi is featured in Members’ Voices,writing about the role of self-esteem in language
learning. She spent many of her childhood years in
Bangkok, Thailand, where she first began to learn
English, then continued her university studies in
the United States. Megumi went full circle byreturning to Bangkok as a teacher and describes
her impressions in working with the students
there. Following this experience, she moved toTokyo and her observations on Thai and Japanese
students in the area of self-esteem has become an

impetus for her further studies. We eagerly
encourage Megumi in her work and hope that she
will continue to publish with us in the future.
Our own editor, Ken Ikeda, has contributed amoving article for our Free Space called “Making
sense of my father’s life and language traumas.”
Ken has come to realize that what his university
students share about themselves might be from an
unexpected place not seen by our eyes. His
father’s tumultuous history that spans his birth inJapan to his childhood in China, terrible
experiences in WW2, return to Japan, andeventual immigration to the United States take us
on a journey that illuminates one individual’s
language history and and may change ourperspective on what students are willing to reveal
about themselves in our classes.
Looking back at the 2021 CCLT7 last December,
we have nine participants who have submitted
their reflections with us. Thank you to Sungyeon
Kim, Yuki Kinoshita, Arisa Minami, KaoriMoriizumi, Makoto Namiki, Saki Ogawa, Izumi
Sekiguchi, Ririka Takami, and Huiyan Zheng forsharing your impressions with us and we hope thatyou will visit us again in a future CCLT and or
publication!
Next, Blair Barr has compiled three JALT
Learner Development SIG Forum presentation
abstracts and six reflections for us from the JALTInternational Conference last year. The theme forthe forum was on “Learner development SIG
identities.”
Another Looking Back event from this year isthe monthly LD SIG Get Togethers from January,
February, and March that are reported on by our
co-coordinator Tim Cleminson and LD members
Tim Ashwell, Ken Ikeda and James Underwood.
This year’s theme for the Get Togethers is on
finding and developing reading groups.
As we Look Forward, we will continue to havethe usual monthly LD SIG Get Togethers. Then,from the 17th-19th of June we can hear LD

学習者ディベロプメント研究部会 <http://ld-sig.org>

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Learning Learning 『学習の学習』 29 (1): GREETINGS AND NEWS UPDATES
members at the JALTCALL Forum (hybrid) in Kyoto
speak on the topic of “Exploring creative play inthe classroom: Innovative approaches to learnerdevelopment.” Following this event will bepresent for the PanSIG Forum to be held at the
University of Nagano from the 8th-10th of July on
the subject of “(Re)Imagining Language Education”
focusing on the question “What is the future oflanguage education in a post-pandemic world?” In
the autumn is our annual JALT International
Conference that will be at the Fukuoka
International Congress Center from November
11th-14th on the theme of “Learning fromstudents, educating teachers.” The JALT 2022 LD
Forum and CCLT8 events are hopeful future events
and will be announced when (and if!) details are
finalized.
Many thanks go out to our LD Treasurer,
Patrick Kiernan, who has prepared our latest
financial report. In spite of the fact that JALT has
suffered from an overall loss in membership,
resulting in all SIGs experiencing a sharp budget
cut, LD continues to have a good balance of funds
and is able to continue to keep up its vibrantcalendar.
May I close by once again thanking all the hardworking editors on this Learning Learning teamand the many contributors to this spring issue. I
would like to encourage our readers to consider
submitting your own article in our next issue andour editors will happily assist you to tell yourstories of learner development that you areexperiencing. If you would like to join our group of
editors yourself, please send us a message at<LLeditorialteam@googlegroups.com>. We thankyou all for your generous participation and lookforward to an exciting year.

Learning Learning Editorial Team
<LLeditorialteam@gmail.com>
Those working on Learning Learning share acommitment to working together in small teams.
We aim to learn together about writing, editing,responding, and/or translating, for our sharedpersonal and professional development. Someareas where we would like to encourage SIG
members to take part and work together on
Learning Learning include:• Layout and Design• Members’ Voices• Looking Back
• Research and Reviews
If you are interested in any of these areas ofworking together (or have other areas ofinterest) and would like to discuss your interestand ideas, please email the Learning Learning
editorial team <LLeditorialteam@gmail.com>

Lorna Asami, lead editor for 29.1, on behalf of the
Learning Learning editorial team:Ken Ikeda, James Underwood, Mike Kuziw,
Hugh Nicoll
Tokyo, March 2022

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Learning Learning 『学習の学習』 29(1): GREETINGS AND NEWS UPDATESCO-COORDINATORS' GREETINGS FOR SPRING 2022 |コーディネーター挨拶
2. JALTCALL - Exploring Creative Play in theClassroom: Innovative approaches toLearner Development
3. JALT International - Reflecting on challenges
and achievements in diverse learning
environments

Hello, I’m Tim
Cleminson hailing from
Okayama, land of Momotaro,
your peachy new Cocoordinator for 2022 ;-)Although, as I pen this intro,
the peach branches are barein the depths of a chilly February. I don’t know
about you, but, recently, I’ve caught myself
thinking about Spring. Because winter has been adrag. A sea of masked faces at uni, or unblinking
screens of black boxes on Zoom. Got to admit, attimes, teaching has felt pretty ‘remote’ regardlessof the platform.
So, you know, thoughts of blue skies, cherry
blossom, groups huddled together on bright, blue
tarps toasting the ephemeral beauty of being…thatgives me a sense of hope and joy. Transitions tosomething good and uplifting, yes please, double
helpings. And that transition starts here, with the
Spring version of Learning Learning. It’s a chance
to hear about all the wonderful work ourcommunity makes possible, and all theopportunities to get involved. So, come on, let’s
dive in and get a shot of ‘collegial goodness’ in thearm!
But firstly, I’d like to thank you and all the
SIG officers who make the SIG such a vibrant andsupportive community. Given all the challenges
we are facing, it’s amazing that we have kept the
SIG so strong. It’s not something we should evertake for granted. This SIG lives because we careand take the time to connect with and support
each other. And this year is no exception.

2022 Events
In 2022, we have real, live face-to-faceconferences with fascinating (hybrid) forums tolook forward to:
1. PanSIG - Challenging Conventions: Opening
up New Spaces in Learner Development

We have monthly online Get-Togethers toboost well-being by connecting, sharing, andgetting professional support. Hopefully, we canget back to more regional GT events too.
We will be planning another Creating Community:
Learning Together spectacular for students andpractitioners to come together and learn.

2022 Publications
Our publishing teams will be working on finalizing
the Learner Development Journal 6 on learnerdevelopment issues outside the classroom. At thesame time, another team is initiating the Learner
Development Journal 7 on challenging conventions
on learner development research.
And all the while the Learning Learning teamis documenting this great work. They are theheartbeat of the SIG. LL creates newopportunities to connect, share experiences,publish ideas, and offer thanks. In short, all thethings that make us feel human and a community
become strong.
So, I’m sending out massive high-fives to all
the volunteers working hard to develop the SIG.
And I’m sending out a big welcome to members
who want to join our teams this year. There is
still a space for a co-coordinator to work with me.
And there are always opportunities to join the
program, publicity, and members teams.
Send me an email at <ld@jalt.org> anytime, I’dlove to chat. In the meantime, here’s a toast to
you all, underneath the cherries, on your blue
tarps drinking in the here and now - to you and LD
adventures, and the coming of Spring (capital ‘S’intended).

学習者ディベロプメント研究部会 <http://ld-sig.org>

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Learning Learning 『学習の学習』 29 (1): GREETINGS AND NEWS UPDATESAnd, finally, a big thank you to Sayaka Karlinfor checking the Japanese translation - you’re astar!

役員の皆さんに感謝したいと思います。 私たちがご挨拶まで強く保てたことは素晴らしいことです。 これ直面しているあらゆる課題を考えると、SIG をここは決して当たり前のことではありません。 私たち
こんにちは、桃太郎の国、岡山からやってきたがお互いを気遣い、時間をかけてつながり、サポー

2022 年の新コーディネーターの Tim Cleminson でトし合っているからこそ、この SIG は存続しているす。 今、この文章を書いているのは、肌寒い 2 月のです。 そして、今年も例外ではありません。
の半ばです。 皆さんはどうかわかりませんが、私2022 年イベント
は最近、春のことを考えるようになりました。 と
今年以下の通り対面による会議と興味深いいうのも、冬が長引いたからです。 冬はつらいも（ハイブリッド）フォーラムが実施されます。
のです。大学ではマスクした顔の海、Zoom ではま１．PanSIG - Challenging Conventions: 学
ばたきもしない黒い箱の画面。 正直なところ、プ
習者育成における新たな領域を切り開く
ラットフォームがどうであれ、教えるということが２．JALTCALL - 教室での創造的な遊びを探

かなり「リモート」であると感じることがありまし求する。 学習者育成のための革新的なアプローチ
た。
３．JALT International - 多様な学習環境
青い空、桜、ブルーシートの上で肩を寄せ合って乾杯している人たちのことを考えると、希望が湧いてきます。 何か良いこと元気が出ること、そしてその両方はラーニングラーニングの春版から始まります。 私たちのコミュニティが実現している
素晴らしい学習環境と、参加する機会について知ることができるチャンスです。 では、目からうろこが落ちる話に飛び込みましょう。。。

における挑戦と成果の振り返り
私たちは毎月、オンライン懇親会を開催し、つながり、共有し、専門的なサポートを受けること
で「well-being」を高めています。 できれば地域ごとの GT イベントも再開したいです。
また、Creating Community: Learning

Together を企画する予定です。教員や学生が集まり、共に学ぶためのイベントです。

まず最初に、SIG をこのような活気ある、協力的なコミュニティにしてくれている皆さんと SIG

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Learning Learning 『学習の学習』 29(1): GREETINGS AND NEWS UPDATES
2022 年の出版物
Learning Learning『学習の学習』

私たちの出版チームは、教室外での学習者育<LLeditorialteam@gmail.com>
成の問題を扱った『Learner Development Journal
6』の最終版に取り組む予定です。 同時に、別のチームは、学習者育成研究の慣例に挑戦する『Learner Development Journal 7』を創刊する予定です。

Learning Learning チームはこれらの素晴らしい仕事を文書化しています。 彼らは、SIG の中心的存在です。 LL は、つながり、経験を共有し、アイデアを発表し、感謝を伝える新しい機会を作り出しています。 要するに、私たちが人間らしさを学習の学習のスタッフは、少人数のチームで一緒に仕事をすることにコミットしています。私たちは、個人として、また専門家として成長するために、執筆、編集、回答、翻訳について共に学ぶことを目的としています。SIG メンバーが『Learning Learning』に参加し、一緒に仕事をすることを奨励したい分野は以下の通りです。
- レイアウトとデザイン- 会員の声- 振り返り- 研究・レビュー
これらの分野またはその他の分野に興味があり、話し合いたい方は、Learning Learning 編集部<LLeditorialteam@gmail.com> ま で メー ル を お 送
りください

感じ、コミュニティが強くなるためのすべてのことです。
私は、SIG の発展のために懸命に働いている
ボランティアの皆さんと、大きなハイタッチをしています。 そして、今年、私たちのチームに参加したいと思うメンバーを大歓迎します。 私と一緒に働いてくれるコーディネーターを引き続き募集しています。 また、プログラム、広報、メンバーの各チームに参加する機会も常にあります。

いつでも ld@jalt.org までメールをください。ぜひお話したいです。
まずはあなたと LD と春の訪れに、乾杯！

学習者ディベロプメント研究部会 <http://ld-sig.org>

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Learning Learning 『学習の学習』 29(1): MINI PROFILES | ミニプロフィール

MINI-PROFILES: SHARING YOUR LEARNER DEVELOPMENT
INTERESTS |ミニプロフィール：学習者ディベロップメントについての関心の共有… in which SIG members introduce
themselves briefly (just 50 to 100 words or more),
and write about what interests, puzzles, intrigues
them about learner development, and/or about aparticular approach or project, or research thatthey are doing or plan to do, or simply share a
short reflection, to do with learnerdevelopment ...
…ここでは、SIG メンバーの学習者ディベロップメント研究に取り組む原動力となる関心や課題とともに短い（50 から 100 ワード程度）自己紹介
をお届けします。特別なアプローチやプロジェク
ト、現在進行中の研究やその計画、さらには学習者
ディベロップメントの取り組みに関する内省など、それぞれの思いや考えが寄せられています。

Emily Choong
Email<emmchoong@gmail.com>

Hello! Apa khabar? My
name is Emily Choong. Thisis my first year in the LD
SIG. I am an Assistant Language Teacher (ALT) in
Niigata City teaching elementary and junior high. I
am from Malaysia, a country with an
extraordinarily diverse food culture and home tothe tallest twin towers in the world. This English
teaching job made me realise what a blessing it
was for me to have grown up in a bilingual
environment throughout my formal education.
With that, I hope to inspire students to take aninterest in learning through the lens of the world
around them and beyond. In my free time, I can befound drinking coffee somewhere or recording thenext episode of my podcast Cheeky Academics. If
you are interested in collaborating or would like tosay hello, feel free to reach out. Thank you forhaving me in the LD SIG!

Henry Foster
Email <henry@abiloon.com>

Hello everyone, my name isHenry Foster. I have lived andtaught English in the Kyoto areafor nearly 30 years now. I started out at a small
conversation school and have ended up as an
associate professor in the English Department at
Bukkyo University. Along the way I obtained a
Master of Applied Linguistics degree from the
University of Southern Queensland and a Doctor of
Education in TESOL degree from Anaheim
University. I have always been interested in taskbased learning and teaching because of its focus
on learning by doing and the fact that it places the
responsibility for noticing, selecting, and acquiring
language on the learner rather than on theteacher. I have also always been interested in therole of technology and materials in language
education. In my teaching, as well as in my own
experiences as a language learner and as a
distance student in my master's and doctoral
programs, technology and the internet havealways figured prominently. From these interests, I
naturally found my way to language learnerautonomy, which was the subject of my doctoral
dissertation. I have not had any experience with
self-access centers or language advising per se.
Instead, my present focus is on ways that we canencourage and support the development of learnerautonomy from within the language classroom. I
look forward to meeting, sharing with, andlearning from all of you here in the LD SIG!
For the 2022 Autumn issue of Learning
Learning please send your mini-text or mini-profile
to <lleditorialteam@gmail.com> by 31st of August.
Many thankNewsletter of the JALT Learner Development SIG <http://ld-sig.org>

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Learning Learning 『学習の学習』 29(1): MEMBERS’ VOICES | メンバーの声

MEMBERS’ VOICES | メンバーの声

Exploring the Role of SelfEsteem in Language Learning
Megumi Uemi
Lecturer, Department ofInternational Communication
Kokusai Junior College
Email <megumiuemi@gmail.com>

My first experience of learning a second
language took place in Bangkok, Thailand, where I
spent nearly eight years of my childhood andacquired the basic conversational fluency ofEnglish at an international school. In my lateteens, I flew to the U.S., and began immersing
myself in the American undergraduate andgraduate studies experience and learned to use
English academically. After completing an MA insecond and foreign language education, I returned
to Bangkok and decided that my first experienceof teaching English must take place here, because
this is where I first started my own second
language learning experience. I taught English at a
Thai government junior and senior high school foralmost five years. A decade has passed since then,and now I teach English at a junior college inTokyo. Looking back at my career as a language
teacher, I must say that teaching English to Thai
students as a Japanese English teacher stands out
as an exceptionally interesting and eye-opening
educational experience.
After graduating from an MA program in the
U.S., I started to work as one of the native English
instructors at a Thai government junior and seniorhigh school to teach both their regular andintensive English programs. Although many
students were rather interested in getting to know
about Japanese manga and anime from an English
teacher like me with a Japanese background,
overall, I was impressed with their attitudes
toward my English lessons. Except for a few not-so-academically-motivated groups, students wereopen and active about learning the language.
They were enthusiastic in getting input, loved
public speaking and were not shy to share theirinterests and passions with other students in
English. Most of all, they seemed to enjoy talking
about themselves, maybe in any language, and thiswas indeed helping their English conversations
become more vibrant and enjoyable. Is love foroneself, or more properly put, one’s healthy selfesteem, an important factor for language learning?
I remember thinking about this question every
time I observed my Thai students’ active
participation in classes. Brown and Marshall (2006)
describe self-esteem in three different categories:
global self-esteem, self-worth, and selfevaluation. While global self-esteem refers to apersonality trait of how an individual generally
evaluates him/herself regardless of time andsituations, self-worth and self-evaluation areaffected by external factors such as events or
one’s abilities respectively. What the Thai
students displayed, as I understood it, wasunchanging affection for themselves despite classenvironments or differences in their English
proficiency levels. How does having this type ofhigh global self-esteem influence one’s process oflanguage learning?
Now I have been teaching English to both
freshmen and sophomores at a junior college inTokyo for almost five years, and as you canimagine, there is a stark difference between how
students here react to my English lessons
compared to those back in Thailand. The Japanese
students are a lot more reserved in classes; they
like to hide their emotions and hesitate to share
their ideas with others in English. They definitely
shy away from public speaking in fear of looking“different” or sounding “incorrect” to otherpeople. There could be a million reasons why thetwo groups of students act so differently;
however, could their levels of self-esteem havesomething to do with it? I began to think. Maybe

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Learning Learning 『学習の学習』 29(1): MEMBERS’ VOICES | メンバーの声
simply the Japanese students I teach are notconfident of their English skills. Or maybe because
they are not in “high school” anymore, they thinkshowing themselves in front of people isimmature. I don’t know. But what I know for a fact
is that the Thai students I taught previously did
not exactly speak ‘perfect’ English; however, they
seemed to care nothing about it. They just said,
whatever it was that they wanted to express liketheir love for K-pop idols or craze for a Netflix
manga series, regardless of the expression being
grammatically correct or made up of smart word
choices. This type of attitude seen among Thai
students, which one may describe as positive
assertiveness or global self-esteem as Brown andMarshall (2006) described it , isn't observed muchamongst Japanese students. Do their self-esteem
issues have something to do with it?
In 2019, the Japanese Cabinet Officeconducted a survey on the attitudes of young
people between ages 13 to 29 in 7 different
countries including Japan. What the study
revealed was that when compared to the youths ofother nations such as the U.S., and South Korea,
Japan shows a lower percentage on those who
maintain healthy self-esteem; they indicate asmaller number of youths with confidence in theirown strengths, self-satisfaction, and effect onothers (White Paper on Children and Young
People, 2019). The results showed that thistendency has grown even bigger since the last
survey completed in 2016. So, it has been proventhat Japanese young people have a less positive
perception of themselves in comparison to theirinternational counterparts. Could this be one of
the factors that affect their ability to speak
English, as the nature of the language requires
some sort of “showing” to others with confidence,in other words, self-expression with clarity andpersuasiveness?
Growing up in an English-speaking school in
Thailand and being educated in the U.S., for bothmy undergraduate and graduate studies, I too
went through a fair number of struggles learning
English as my second language. Although I had
acquired some basic conversational fluency in thelanguage as a teenager, I had difficulty succeeding

academically during the first few undergraduateyears in the U.S., It took me about three years to
finally get the hang of writing a good paper with agood thesis statement and getting an A for it
consistently. I remember being awfully nervous
giving a presentation for my econ or poli sci classjust like my Japanese students are now afraid of
speaking publicly during my English lessons. This
nervousness, however, somehow disappeared after
undergoing intensive reading and writing day after
day for class assignments. I recognized a change inmy voice; it got deeper and stronger as if I had
built up enough confidence to sound more certainof myself in English. I became more comfortablewith giving public speeches and presentations, andexchanging ideas and opinions openly with mypeers became much easier. So, even from my own
experience, it seems there is a connection
between one’s level of confidence and L2
communication skills. Does this mean that having
healthy self-esteem is an essential component of
one’s adequate academic performance in L2? If so,in what ways?
Guban-Caisido (2020) presents an overview
of recent research that explores the relationshipbetween self-esteem and language learning.
According to her analysis, current developmentson the topic concur that self-esteem is asignificant factor that influences one’s process oflearning a second language. Three correlations
were found in the trends among 20 articles theresearcher investigated to include: self-esteem
and language skills, self-esteem and second or
foreign language proficiency, and self-esteem andother emotional variables in language classrooms
such as anxiety and motivation. The study
emphasizes the need for further examination into
the relationship between self-esteem and language
learning to help English language learners handle
their language problems from a psychologicalperspective.
I know I have a lot to learn from theprevious studies like that of Guban-Caisido (2020)
as a starter, but sharing the questions I havedeveloped over the years of my teachingexperiences in two different countries, Japan and
Thailand, has certainly led me to the role of self-

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Learning Learning 『学習の学習』 29(1): MEMBERS’ VOICES | メンバーの声
esteem in language learning as a new topic of myresearch interest. I know it is still broad at thisstage, and I don’t know how I will figure it out yet.
But reflecting upon my own experience ofacquiring a second language as well as observing
the learning process of the two culturally different
groups of students, my perception is that having ahealthy self-esteem is a crucial element thatenhances one’s capacity to use a second language.
With this understanding, I am starting the
exploration, and I hope a fresh perspective on thematter will lead to a new psychological approach
to English language learning and help students
become confident and effective users of the
English language.
References:
Brown, J. D., & Marshall, M. A. (2006). The three
faces of self-esteem. In M. Kernis(Ed.), Self-esteem: Issues and answers (pp. 4–9).
New York, NY: Psychology Press.
Cabinet Office. (2019). White Paper on Children
and Young People.
https://www8.cao.go.jp/youth/suisin/hakusho.ht
mlGuban-Caisido, D. (2020). Self-Esteem andLanguage Learning: Empirical Evidence
from the Past Two Decades. Journal of Teaching &Learning English in Multicultural Contexts, 4 (2),95-106.

Members’ Voices / メンバーの声#1: a short personal profile of yourself as alearner and teacher and your interest in learnerdevelopment (about 500 to 1,000 words) ：学習者・教員としての自身のプロフィールと学習者の成長に関する興味 (約 2,000 字-4,000 字)#2: a story of your ongoing interest in, andengagement with, particular learnerdevelopment (and/or learner autonomy) issues(about 500 to 1,000 words) ：学習者の成長や学
習者の自律に関する興味や取り組み (約 2,000 字4,000 字）#3: a short profile of your learner development
research interests and how you hope to develop
your research (about 500 to 1,000 words) ：学習者の成長に関する研究内容と今後の研究の展望(約 2,000 字-4,000 字）#4: a short profile of your working context andthe focus on learner development/learnerautonomy that a particular institution takes
and/or is trying to develop in a particularcurriculum (about 500 to 1,000 words)：教育環境の紹介、所属機関やカリキュラムにおける学習者の成長や自律に関する取り組み (約 2,000 字4,000 字）

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FREE SPACE |フリー・スペース

Making Sense of My Father’s Life and Language
TraumasKen Ikeda
Otsuma Women's University
Email <ikedak@otsuma.ac.jp>

I ask students who enter my seminar on Asians’ English language identities to tell about themselves on a
Google Form I have prepared, and also write their English language histories. Language learning histories
serve as not only recounts by learners but also as potential for learners and teachers to constructknowledge together (Mercer 2013). My interest in having students recount their personal history withEnglish language learning comes not so much from a pedagogical approach but more with my nascentinterest in history. In a recent conversation with one student, I was surprised to learn that she was born in
the United States, and had gone abroad several times. Needless to say, she didn’t provide this informationin the Google Form or in her language history. She expressed surprise that I didn’t know this before.
How is it that students don’t share details that instructors would deem essential to understandthem? I think these omissions go beyond a lack of vocabulary. As I ponder, I wonder if a similar sort of
thinking might have been at work, when I think about experiences of my father, a Japaneseimmigrant to the United States. I have regarded his life as one extended struggle to be recognized asa person with legitimate status and voice, one which connects his identity in relation to time andlocation and volition. I must admit that I have no particular theory in mind as I write this, but I wish
to situate his experiences which at times intertwined with mine to leave residues that I liken toreactions to trauma, defined as “Trauma is the response to a deeply distressing or disturbing eventthat overwhelms an individual’s ability to cope, causes feelings of helplessness, diminishes theirsense of self and their ability to feel the full range of emotions and experiences” (Onderko, 2020).
What official documentation there was with my father did not capture who he really was. Hisname on his American passport was “Mike Ikeda,” but that was not his original name. His occupation
was written on tax forms as “gardener,” but he made his living not raising plants but mowing lawns.
When I requested from my father’s hometown village office in Japan the koseki touhon ( 戸籍謄本 )which is a document that lists details of family members’ births, deaths, and marital statuses (Nelan2017) in order to verify my Japanese ancestry, it revealed his citizenship was still Japanese (his namewas not crossed out). This showed my father had never informed the local authorities that he had
become a naturalized United States citizen.
Initially, I knew my father Shizuo was born in Takagi Village in the southern part of Nagano
Prefecture in 1927 and from the age of four his family moved to the Japanese-occupied area innortheastern China known as Manchukuo (Manchuria). His mother died there, and his junior highschool days ended when he was drafted into the Japanese army during World War 2. After the war,
his family was able to flee back to Japan, but he was left behind in a Soviet war camp, from which
later he broke out and made it to Japan before immigrating to the United States. He had a fondness
for WW2 movies, The Great Escape being one of them. For many years, we had no idea why, otherthan the actor Steve McQueen looked cool on a motorcycle. When we asked dad about his WW2

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experiences, he’d quickly change the topic and tell us to go to bed. It was only decades later, when hewatched Daichi no Ko (大地の子) which was a TV mini-series originally broadcasted on NHK (1995), about aJapanese boy left behind in China, did my father start to open up on his past.
His Japanese army unit was captured en masse by the Soviets on the last day of the war. The campwhere he was incarcerated was designed to starve everyone to death. He told me that he and otherinmates would fight for scraps of food. He fled in an organized escape but the prisoners found few places
to hide. He said that they sought refuge in a swamp, but the Russian soldiers bayoneted each victim andkilled on the spot those who screamed. He was stabbed in the thigh but kept silent and motionless. His
nails bore the marks of frostbite. During his period as a fugitive, he joined the Chinese Red Army which was
engaged in a civil war with the Nationalists and left after a battle to board a ship destined for Japan.
(That’s what he told me. My wife told me that he went down the Korean peninsula.) The family
registry kept at the municipal office where my father was born showed he had an older brother and an
older sister, but to others he told he had others in his family, one who died in infancy, and another who
was killed in the South Pacific. Why did my father change his story to suit his listeners? Why did he not try
to rectify his facts? I suspect it may be because his wife, my mother, failed to show much interest. When I
and my wife arranged a trip for my father in his last years to visit his childhood haunts in Manchuria, hetold me she never wanted to visit there. Perhaps she sensed that asking about it would bring out his
trauma. Although I regret not asking how his mother passed away, I just couldn’t bear the thought ofmaking him relive such memories.
According to my brother, our father spent seven years in Hashima City in Gifu Prefecture where hisfamily had relocated. One day, he spotted in a newspaper that Japanese who had been in war-torn areas
were eligible to immigrate to the United States. His account matches the conditions for young malerefugees known as nanmin seinen (難民青年) (Minamikawa p. 34) who repatriated from Manchuria andKorea and could be accepted under the conditions set by the Refugee Relief Act of 1953 signed into action
by President Dwight D. Eisenhower. Thanks to documentation provided by his father who had training as anotary, he was able to enter the United States through Angel Island in San Francisco. He spent several
seasons in the San Joaquin Valley picking strawberries and being a short order cook in the offseason. Thenhe was taken to Los Angeles by a Japanese Christian evangelist, where he met my mother who came from anearby village in Nagano Prefecture as a picture bride in a marriage agreement. Despite a near ten-year
gap in ages between them, my mother was deemed the most suitable one for my father because of her
prowess in English, it being her favorite subject in high school.
My father coming to America seemed overly anxious that his name would be too difficult for theimmigration officers to understand when he arrived there, which explains why his original passport read as“Mike Ikeda.” Only later when he received his naturalization papers did he include a middle initial S to
stand for his Japanese name. I met a man with the same surname whose name was Michael and he asked if
my dad’s real name was the same. No, just Mike. American-born Japanese men would have shortened theirnames to Shiz. I have no idea why my father selected that name to be his. In time, “Mike” fit my dad’s
simple tastes befitting a blue-collar man, one who seemed interested only in beef, beer, action movies,
and local sports teams.
The defining moment between my parents and I was when I was seven years old (Ikeda and Shiba
2020:37). My elementary school teacher became concerned that I was mixing my English with my parents’language too much. She held a parent-teacher conference and told them that I was in danger of failing thesecond-grade (this is what my mother told me). The teacher ordered them to stop speaking the heritage
language at home so that I could concentrate on English. My language conundrum was solved in a matter oftime. But the damage was done.
I quickly lost my ability to speak in the Japanese language, a shocking development which persuaded
my parents to enroll me in a Japanese-language school on Saturday mornings. Besides that I was no longer

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able to watch the cartoons that were on TV at the time, I viewed my schooling as largely futile
because I didn’t become fluent in the language until I came to Japan. Another fallout from thatparent-teacher conference was that my conversations with my parents were halved, to those onlywith my mother. I suspect my mother’s great respect for teachers persuaded her to tell my father not
to use their native language again. My father stopped speaking to me altogether. The possible
rationale for the drastic decision my parents made can be summed up in one phrase: “kodomo notame” (“for the children”). The silence between my father and I deepened over the years. I jokedwith my classmates that my father Shizuo lived up to his name as a quiet person. One friend I invited
to my home saw my dad mowing our front lawn and asked me if it was worthwhile to greet him. I
must have said no. But my father did not forgive the slight. He told me I could never bring that friend
to our place again.
If my father and I talked, our utterances to each other were likely monosyllabic. One episodethat lingers was when natto was served at my family meals. I resisted eating it because of its smell
and texture. My father finally could take no more of my resistance and pointed at me, exclaiming,“Oh my son!” I was scared at his outburst and began eating it. When I started teaching in Japan, I
recounted this episode to teachers of English humorously. But one of them asked me how was it
possible that my father knew how to change the exclamation from “Oh my god” if he did not have afacility with the English language. I realized I had misheard my father. Likely he had said, “Omaesan!” which goes beyond simply “You!” to include a sense of frustration.
Only after my mother passed away did my wife persuade me to talk to my dad. I initiallyresisted, saying he should take the first step and that my Japanese language/Nihongo was too bad for
him to understand. But she insisted I do so because he looked so lonely. I guess he and I stomachedour hesitations and the ensuing talks we had made up for all the years of silence. My dad would tellme that I reminded him so much of his wife, my mother. But the tragedy remains that my mom neverheard these conversations during her lifetime.
My father was a man of his generation and no doubt his near-death experiences shaped how heregarded life. He was a survivor and pragmatic; possessions mattered almost nothing to him. An
episode illustrates his attitude. After it was decided that my father would move out of our family
home and live with my brother, he asked me to put my most cherished stuff in a box that I would
take back to Japan. But while I was out with friends, he threw the box in a dumpster. When I foundout what he had done, he then asked me if I wanted to keep my remaining belongings. I think Marie
Kondo’s methods of keeping what is cherished would be no comparison to his approach. Anotherepisode was when I stayed at my grandmother’s, my aunt showed me a photo of my dad when he wasfour years old. I was excited, because I had never seen any featuring him as a child. When I told mydad, he asked me to do him a favor: steal the photo and bring it back to him. I was shocked andasked where he would keep it. No, he would burn it. Needless to say, I did not oblige him.
In his last years, he was obsessed with renewing his driver’s license. But the city where he lived
didn’t have a Japanese version. Because he couldn’t read English well enough, he was constantly
failing the paper test. He told me that one test examiner remembered him coming often to thedriver’s license testing site, and after yet another fail, ushered him into a room. He was given a test
form with the answers marked on it and told to remember them. After some time, he was given atest and it was the same one. We can’t imagine that this can happen in our society, but this may
demonstrate that where there is a way, compassion can happen.
I noted how my father kept in his room a healthy interest in prewar Manchuria shown incountless videotapes and books. I suggested the idea of going there, which he quickly waved away
given his age (over eighty years old) and failing health. But I persisted, and in August 2010, my
brother arranged to take my father to Japan, where I and my wife escorted him to where he had

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spent his childhood in northeast China for a privately arranged few days’ trip. I was surprised how vigorous
he became, casting aside his cane and strolling around the premises with confidence. His eyes lit up as herecounted his surroundings and we rode a train that he said was on the same route as in the 1930s.
Afterwards, I asked him what he would remember the most, and he said, it was the evening sun there.
True to his survivalist urges, upon his return to his room back in the U.S., he discarded all of his
memorabilia. When I met him again, he pointed to his head, saying everything he needed to remember wasin there.
In my father’s last years, he often wondered aloud if his life had been worthwhile. I and my siblings
would always tell him that he had raised three robust children who carry on his legacy.
Besides the fact that I am glad to have written these reflections about my father, I feel I have cometo entertain a more open perspective as to why students may not reveal all that is expected. I should wait
for their revelations in their own time. Hopefully others will be inspired to share their recollections of theirparents or loved ones who might have struggled with expressing themselves in an acquired language. I close
this with a proverb in English created by a Japanese high school student, “Learn to care before you glare.”
May we regard and treat others around us with consideration in our teaching.
Special Thanks
I express my great thanks to my siblings for refreshing my memories.
References
Ikeda, K. & Shiba, S. (2020). A narrative inquiry into language accent trauma in a Master’s thesis
supervision relationship. In S. Little & M. Golledge (Eds.), The Learner Development Journal Issue 4:
Exploring the Supervision Process Across Diverse Contexts: Collaborative Approaches (pp. 32-46). Tokyo:
The Japan Association for Language Teaching (JALT) Learner Development Special Interest Group.
Kawamura, M. (Producer) (1995). Daichi no Ko [大地の子]. NHK.
Mercer, S. (2013). Working with language learner histories from three perspectives: Teachers, learners andresearchers. Studies in Second Language Learning and Teaching 3(2): 161-185. DOI
10.14746/ssllt.2013.3.2.2
Minamikawa, F. (2018). Refugees in Japanese America: Immigration, gender, and wartime memories during
the 1950s. Ritsumeikan Gengo Bunka Kenkyu 29(2): 29-44. http://www.ritsumei.ac.jp/acd/re/krsc/lcs/kiyou/pdf_29-2/lcs_29_2_minamikawa.pdf
Nelan, T. (2017). Family register: Koseki tohon translation. Japanology Translation.
https://www.japanologytranslation.co.uk/post/family-register-koseki-tohontranslation#:~:text=The%20Koseki%20Tohon%20is%20a,member%20of%20the%20family%20only.
Onderko, K. (2020). “Trauma defined.” Unyte. https://integratedlistening.com/what-istrauma/#:~:text=Trauma%20is%20the%20response%20to,range%20of%20emotions%20and%20experiences

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LOOKING BACK | 報告

Learner Development SIG
Identities
JALT Learner Development
SIG Forum
At JALT 2021: Reflections and New
Perspectives
Saturday, November 13, 2021
10:45-12:15

In this LD SIG forum, presenters looked at who the
LD SIG is as a special interest group. What does
learner development mean to SIG members? What
experiences have members valued? What research
have members embarked on? Where is the SIG
going? How is the LD SIG interpretation of learnerdevelopment evolving? The forum featured timed
rounds of interactive narratives highlighting
themes such as self-regulation, autonomy, learner
identities, and lifelong learning.

Presentation abstracts, followed byReflections by
Szabina Adamku, Meisei University, Tokyo
Tim Ashwell, Komazawa University
Blair Barr, Tamagawa University, Otsuma Women's
University
Tim Cleminson, Kawasaki University of Medical
WelfareRobert Moreau, Meiji University
Sakae Onoda, Juntendo University

Language and its role in learnerdevelopment
Gareth Barnes, Macquarie University, Ochanomizu
University, Tokai University
Abstract

How can 3rd Age language learner ecologies inform
our understanding of development throughout thelife course?
By adopting a bioecological perspective(Bronfenbrenner, 1979; Bronfenbrenner & Morris,2007), we can see the influence of time and social
context on developmental processes. Looking at
the narratives (Barkhuizen, Benson, & Chik, 2014)of 8 members of a community learner group, we
follow the influences of time, the economy,
education, family, and work, to see how language
has played and can continue to play a role indevelopment throughout the life course.
Barkhuizen, G., Benson, P., & Chik, A. (2014).
Narrative Inquiry in Language Teaching and
Learning Research. New York & London:
Routledge.
Bronfenbrenner, U. (1979). The Ecology of Human
Development. Cambridge, Massachusetts: Harvard
University Press.
Bronfenbrenner, U., & Morris, P. A. (2007). The
Bioecological Model of Human Development.
Handbook of child psychology (Vol. 6, pp. 793828). Hoboken, N. J.: John Wiley & Sons.

Short Reflections
Robert Moreau - Very interesting context and age
group. On the PowerPoint, it would be useful tohave any sources cited on the slides as you go. I
know that I like to jot down the studies as I listen.
Tim Ashwell - What sparked your interest involuntary (community) language learning groups?
Blair Barr - Language development in informalgroups among older adults: cognitive reserve,
healthy aging, mobility, resiliency (makes thebrain stronger), culture (agency). I could relate toa lot of this presentation from my days working inan eikaiwa setting. A few older learners had a lotof motivation to learn to maintain connections,

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exercise their brains, or even just socialize in an
enjoyable community.
Kominkan: Community Centers
Political and Commercial influence is on theincrease. Why is the political and commercial
influence in kominkan worrying? Do you have any
examples? Gareth has followed up with me on thisand I am planning to read up on these concernssoon.
Szabina Adamku - Your topic is very relevant as
the development of LLL is targeted in many
countries with mixed results. I have taught a few
elderly EFL learners and I experienced difficulties
as well as success in this field. I hope yourresearch continues and reaches wider audiences.
Tim Cleminson - You're doing some reallyinteresting research into lifelong learning. Wouldbe great to hear more about how motivation
emerges from the relatedness of the learners.
There seems to be a renegotiation of agency andconnectedness that goes on through the laterstages of life. As people move on from work, theylose a massive part of their identity and social
network. So, they need to connect to new socialgroups and learn how to operate in new social
situations. The FL classroom is an environment
which necessitates social interaction andcommunication. So, it provides opportunities tobond and connect. But, it's also a 'foreign' arena
which facilitates more flexibility in the mode ofinteraction than Japanese conversation would. It
appears to me that this creates an affordance forthe renegotiation of agency and self as learners
pass from one stage of life to another.
Sakae Onoda - His research results andimplications were thought-provoking and offered
new perspectives on language teaching.
Additionally, his presentation gave an opportunity
for me to reflect on my own teaching andresearch.

Learner Development Researchthrough Autoethnography: With a
Critical Reflection
Aya Hayasaki, Waseda University

Abstract
This presentation takes an autoethnographic
approach to explore learning trajectories which I,a female Japanese in her early 30’s, experienced
both as a learner and teacher of the English
language. Autoethnography allows researchers totake on the “dual identities of academic andpersonal selves to tell autobiographical stories
about aspects of their past and present
experience” (Ellis & Bochner, 2000, p. 740).
Having spent most of my formal school years inJapanese educational systems, I started my career
as a senior high school teacher in Japan, later
becoming a master's student in the UK, a volunteer
and corporate member in informal and non-formal
education, and currently a PhD student. This study
particularly sheds light on the process of shaping
my learner, teacher, and researcher identities. I
will also discuss the importance of criticallyreflecting on researcher reflexivity in conducting
an autoethnographic study.

Short Reflections
Robert Moreau - Thank you so much for this! I
particularly felt that being able to understand thecontext that students come from is very useful. As
teachers, it is easy to become absorbed in thecontent and skills that we would like to teach inour classes, but how that content engages thestudents as individuals is a point that is easy toforget. Also, being aware of the struggles thatstudents have, especially if they are far fromhome for the first time, can assist teachers inmaking their classrooms more "user friendly" forstudents.
Tim Ashwell - Is there any need for triangulation
when using autoethnography?

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Blair Barr - Gaps in motivation and access toEnglish learning are significant in Japan. I wasshocked by the differences between Tokyo, thatnational average, and Kagoshima’s post-secondary
education, especially amongst women. I haven’t
really been exposed to this teaching in the Kanto
region, so it was eye-opening for me.
Student learning history profiles are interesting(autoethnography). As a student of anthropology, I
find it really interesting to see how individual
profiles relate to the population as a whole.
Szabina Adamku - Thank you for sharing yourexperiences. It was very useful for me as I am newin Japan and students do tell me some of theirstruggles with their EFL development. I think itcannot be emphasized enough to raise and discussthese issues and I do hope that the results andimplementations reach students' levels and,
therefore, they can overcome these difficulties.
Tim Cleminson - I was really impressed by theidea that culture shock and burnout could become
catalysts for change. Resilience is central tolanguage development and your talk showed how
individuals turned uncertainty and challenges into
learning and development.

How can learners be assisted in
becoming self-regulated?
Sakae Onoda, Juntendo University

Abstract
My presentation will discuss insights from myresearch on learner development, which was
inspired by Learner Development (LD) SIG groupmembers and their own studies. I will explicate
the effect of self-regulation on language learning,in particular the effects of self-regulation
strategies on L2 listening improvement and theirrelationship with self-efficacy and intrinsic
motivation. This work also suggested positive
results for self-regulated learners and revealed
that such learners mainly use metacognitive andeffort regulation strategies and abound in selfefficacy and intrinsic motivation. To examineinterrelationships between self-regulation
strategies, self-efficacy, willingness tocommunicate, and intrinsic motivation and L2
listening skills improvement, structural equation
modeling was performed using quantitative data.
Results showed that self-efficacy influences
intrinsic motivation and effort regulation strategy
use, which predicts metacognitive self-regulation
strategy use, which in turn influences L2 listening
skills improvement. These interrelationships shedlight on how learners can continue to learn L2
listening while being assisted in doing so.
However, several factors were shown not to
influence self-regulated learning, and pedagogicalinterventions for promoting self-regulated
learning, including how to improve and maintainvolition, remain poorly understood. At thesuggestion of LD SIG members, I plan to explore
pedagogical interventions to equip self-regulated
learners with volition and self-efficacy in the new
online learning environment.

Short Reflections
Robert Moreau - Well researched, and as was
mentioned, quite technical. The question focusing
on what to say to students was spot on, and theanswer was helpful. Thank you Onoda san!

Blair Barr - How can I simplify your message tohelp students with listening? (What can I say tostudents?) Sakae’s advice to students is that theyshould listen every day, concentrate on theinteractions they watch, listen to something thatinterests them, and students should haveconfidence (experience success in listening) by
doing extensive listening. This is great! I havebeen building a library of video quizzes thatstudents have helped build.
Tim Ashwell also asked, “What approach do you
have to make listening relatable?” Sakae suggested
having groups work on the listening tasks together.
I like this because students can actually talk about
the contents together, and they can help teachand learn together. I believe peer teaching can

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actually be a lot more meaningful to a lot of
learners.

opportunities to discover alternative teachingideas and thus evolve.

Szabina Adamku - The research is very relevant
and you have meaningful results. I wonder if andhow you are planning to continue, especiallyregarding the relationship between ETC andmetacognitive strategies. My research interest is
strongly connected to yours (self-regulated
vocabulary learning) and I also found a correlation
between self-efficacy and self-regulation. I hope
you will publish your results as I would like to citesome of them in my work.

If applicable, what brought you to join the
Learner Development Special Interest Group(LD SIG)?

Tim Cleminson - Thank you for your presentation.
As I said in my comment, I agree that relatedness
is really important in learning. As teachers, weneed to develop a learning environment thatencourages engagement and positive feedback. I
think that means we need to empower students toexpress their opinions and give them the resilienceto accept feedback and use it as a way to kickstart learning and development.

Sakae Onoda - The impetus for my joining was mystrong belief that the most important job language
teachers can do is to foster autonomous language
learners. Another strong and equally importantreason was my wish to improve my teaching andresearch by getting feedback on both activities
from LD SIG members, who share the sameacademic and research interests, as many heads
are better than one.

Sakae Onoda - I hope that what I talked about inmy presentation was meaningful for everyone.

If applicable, what experiences have wevalued as a member of the LD SIG?

What does Learner Development mean toyou?
Szabina Adamku - Facilitating learners' needs,
assisting them in their learning processes,
providing them with learning strategies,
monitoring their progress, and developing theiroutside-class, autonomous and self-regulated
learning.

Szabina Adamku - My research interest is selfregulated learning and it is in strong connection
with learner autonomy.
Tim Cleminson - The focus of education is learnerdevelopment, so it seemed a natural choice.

Tim Cleminson - Connecting - I always learn fromothers. And I have fun doing it.
Sakae Onoda - I have learned a lot from LD SIG
members about practical teaching approaches tofostering autonomous language learners, and thishas given me incentives to conduct research on
how to foster such learners.

What research, questions, or puzzles haveyou had as a member of the LD SIG?

Tim Cleminson - I see learning as emerging frominteraction with others. So, learner development
is about learning how to be yourself with others,
to learn from them and to help them learn.

Szabina Adamku - How can learner autonomy bedeveloped? How can leaner autonomy, selfregulation and learning strategies be developed inin-class instruction?

Sakae Onoda - Engaging in learner development
yields valuable opportunities for teachers toreflect on their teaching and generate

Tim Cleminson - How can I make people realize
how creative they are?

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Sakae Onoda - I have conducted research on
causal relationships between self-regulation
strategies (effort regulation strategies,
metacognitive self-regulation strategies, and peer
learning strategies), motivational variables (selfefficacy and intrinsic motivation), and L2
speaking, listening, and vocabulary skills. I have
not yet come across any L2 literature that posits
particular factors that may improve and maintainlearners’ volition (i.e., willpower) in L2 learning.
All I know is what I learned from suggestions andanecdotal evidence from other teachers.

Where are we going, or where should we begoing, as a SIG?
Szabina Adamku - I think we should work towards
ways of developing learners' outside-class learning,in view of post-Covid-19 experiences anddevelopments.
Sakae Onoda - We should think about how tofoster autonomous learners in the online teaching
setting, where teachers can take less control overstudents’ learning than in traditional face-to-faceteaching. In such an environment, fosteringlearner autonomy becomes critical.

much care of learners, they may end up depriving
students of opportunities to learn autonomously.
What will the future of learner development mean
to you or the larger community?
Szabina Adamku - I think research and discussion
should break geographical boundaries and the
topic of LD should reach beyond research circles
and involve educators and learners.
Tim Cleminson - I want to help build a communityof educators who support each other in work andlife. I believe everybody is capable of amazing
work once they realise what their own puzzle is,but they need time to find it in the first place andthe support to help them meet the challenges it
presents.
Sakae Onoda - As I say above, learnerdevelopment will be my lifework as a teachingprofessional. The ideal language teacher is one
who can gauge students’ interests, proficiency
levels, and needs and then create materials thatsuit them, instruct them to use effective learning
strategies, encourage them to study on their own,
and reflect on their learning outcomes. I believe
this may be the lifework of LD SIG members, too.

How is your interpretation of learnerdevelopment evolving?
Szabina Adamku - The Covid-19-triggered ERT has
brought about a paradigm shift from face-to-face
instruction to the incorporation of outside-classlearning practices into learners' development.
Sakae Onoda - I hope I understand this question
correctly. Tangible evidence of evolving learnerdevelopment comes from situations in whichteachers do not prepare a lot of materials and do
not have to teach much. This is a situation inwhich students think about what and how theyshould learn and study on their own with minimal
guidance or instruction from teachers. This point iscorroborated by John Fanselow’ teaching
philosophy: the more teachers do, the lessstudents do, which means when teachers take too

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Creating Community:
Learning Together
7 December 12th 2-5 pm(Online)Many thanks to all those that took part,either by organizing or participating in theconference or by preparing your students to takepart. Overall, the conference was a success, which
would not have been possible without the hard
work and effort that all those considered put in!

Discussing Personal Stories
and Puzzles

Reflections on CCLT7This year's CCLT was all about sharing andreflection. It was a chance for students andteachers from different colleges and universities
to share personal stories and puzzles about living
and learning through the last 6 months. Smallgroup discussions were held in English. In eachgroup, an LD SIG member acted as a facilitator andhelped the students speak as much as possible.
There were also Breakout Room(s) for teachers
who wanted to share their personal stories andpuzzles with other teachers.
After the short introduction and welcome
the participants were asked to go into theirbreakout rooms for the first round of the
discussions. These breakout rooms were grouped
via a set theme and an LD SIG member facilitatedthe discussion within. In each session a presenter
introduced their puzzle, which the participants
then interactively discussed for around 20
minutes, before moving onto the next presenter
until all presenters had described their puzzle.
These sessions were followed by a 20-minute breakfor reflection and note-taking before moving into asecond round. For the second round of discussion
the students were mixed into random groups,
which were not facilitated by an LD SIGmember.
The students were able to discuss and share theiropinions freely for 40 minutes, before moving to a
10-minute break. After the break they were put
into groups for a collaborative reflection for 30
minutes. At the end of the conference,
participants were invited to contribute theirreflections to Learning Learning, which you canread here.

Sungyeon Kim, Miyazaki International College
CCLT was a fantastic opportunity for me. Becauseeven though it was online, I could feel the heatand huge aspiration and passion of many people inthe conference. We were divided into several
groups share our personal stories and there werepeople from many different countries such as
Korea, Vietnam, China and Japan. We shared ourexperiences, and our goals and challenges that we
did and made presentations together. My title was“You can do it because I could do it”. I wanted totell and share how and why I came to Japan to
study English and it was such a big challenge in mylife. And this challenge changed my view and grewme up. So, I wanted to share how this challenge
brings connection in spite of our differences andnew changes in myself and also wanted to give
power and courage to challenge something byshowing my past to others.
Before I came to Japan, I’ve never thought
about living in other countries. And I was a very
weak and timid person who has lots of fear.
Therefore it took a lot of time and trouble todecide to study abroad in Japan, but this decision
greatly changed me. I could meet many people
and learn their cultures and feel them bycommunicating. And I was able to grow myself
stronger. In this conference not only sharing mystories, but I also learned a lot while listening to
the stories of others. I felt like we are all different
people from different nationalities but we could
feel and sympathize with similar difficulties andchallenges. For example, one friend shared herstories that her goal was to go on a diet on
vacation, and she had a very hard time, and we
could understand her feelings and cheer her up. I
feel like I could become friends in a short time so

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Learning Learning 『学習の学習』 29(1) LOOKING BACK | 報告
it was an amazing time for us to talk about ourown stories.

CCLT7 Reflections:
To be a better English speaker
Yuki Kinoshita, Otsuma Women’s University
I participated in CCLT7 with the questionof what we can do to improve our English speaking
skills. The reason is that I would like to improve
my English by facing my speaking skills. In CCLT7, I
learned many ways to improve them. In my
opinion, there are two main things that we should
do to be a better English speaker.
First, it is important for learners who want
to improve their speaking skills to be interested in
English and to be willing to learn English. This isbecause many university/college students canparticipate in activities to improve their speaking
skills in class and extracurricular activities, butthey are not taking full advantage of theiropportunities due to feeling they are not good atspeaking English. For example, when practicing
conversation in class, many students hesitate toexpress themselves because they have theirthoughts but are not confident in their English
expressions and pronunciation. I came tounderstand this through discussions with the 1st
student speaking group at the CCLT7. In my
opinion, I want learners to actively try to express
themselves in English without fear of making
mistakes. I don't think it's embarrassing to makemistakes in pronunciation, words, grammar, etc.
As we make a lot of mistakes, we will be able tospeak English better and better.
Second, when Japanese speak English inactual situations, it is important to keep in mind
the attitude of knowing and understanding theother person. It is natural for people to live withdifferent common sense and customs, and each
person has different values and ways of thinking.
This is because if each person lives in a different
place, the education he/she receives and theenvironment in which he/she live will change
significantly. Furthermore, I think it is very
important to respect the other person regardlessof which community they are from. I came tonotice again this through discussions with the 2nd
student speaking group at the CCLT7. By sharing
the values of each other and accepting the valuesof the other person through repeated exchanges,
it is possible to build a friendly relationship. And if
you deepen your way of thinking through them, I
think you can grow significantly as a person.
In conclusion, I learned through CCLT that
it is very important to be willing to learn English
and to speak English while trying to understandothers. After CCLT, I wanted to be able to speak
English fluently like everyone who participated,and my motivation for learning English increased.
Currently, I enjoy actively watching foreign movies
and the BBC. Also, in CCLT, I heard that not onlyclasses but also participating in English cafes run
mainly by students and taking TOEIC and TOEFL
are motivations for learning English. I want to try
them too. I am glad that I participated in CCLT
and was able to interact with wonderful members.
Thank you and everyone for giving me a wonderfulexperience.

Interesting online team activity tool
“Google Jamboard” which I learned at
the 1st discussion group
Arisa Minami, Otsuma Women’s University
In the 1st group, I remember we discussed agood online study way which teachers and students
can connect online. Since we mainly focused on“English Speaking skill”, the teacher James asked
us what kind of tool we use in online English“Speaking” classes. There were three students
including me in my group. And one of them was astudent from a different university. And thestudent told us that she uses "Google Jamboard" inclass. She explained how to use the app briefly,
and the app looks convenient. I found it is good as
an online group discussion tool too. Because“Google Jamboard” is something like a
conventional whiteboard, but people (not only
students but also teachers) can write their ideas orcomments on Google Jamboard from everywhereat any time. I was curious but I didn't have a

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Learning Learning 『学習の学習』 29(1) LOOKING BACK | 報告
chance to know what kind of class style otheruniversity students take, so it was good to know.
And I felt it might be nice if my university(Otsuma’s Department of English classes) would
take in and use this idea too. Because when I tookSpeaking class last year, we used a whiteboard on
Zoom, but Google Jamboard has more convenientfunctions especially in terms of “design (visual)”.
Google Jamboard can change the backgrounddesign, add images, and sticky notes. I feel it
makes our group work activities more interestingand enjoyable. I wish I could have met thestudents in my group, and discussed them inperson, but it can’t be helped. If we meet new
people, we find new perspectives. If I didn’t havea chance to talk with people from different
universities, I wouldn't know that there’s anothereffective way to discuss with classmates online.
We don’t get this kind of opportunity to meet andtalk to people from different countries,
universities, and faculties in English every day. So I
feel I was lucky to have this opportunity. Thankyou.

What I Thought after Joining CCLT7
Kaori Moriizumi, Komazawa University
It was my first time participating in CCLT. I
did not know much about CCLT, so I was worried
about how the conference would work before it
began. In addition, my concern was discussing
certain topics in English because I am not used to
explaining what I consider in English. At the sametime, I have never engaged in such a conference
before; I was excited as well.
In the first group, the topic was education andmethod. The other students were older than me
and they had a lot of knowledge, so I learned alot. When I shared my idea of my graduation
thesis, one of the students, who was from China,
told me that my idea was related to social
context. I realized that the words, “social
context” would be one of the key words for mygraduation thesis. After that, we talked about why
many Japanese people do not have muchconfidence in speaking English, and what standard

学習者ディベロプメント研究部会 <http://ld-sig.org>

English is. Honestly, I like speaking English, but
don’t have much confidence in speaking English,
so I believed that I am a typical Japanese person. I
had just learned in my seminar about social
dialects, so the content “what standard English is”
was interesting. When I considered standard
English, it was very difficult to answer because
everybody has their own accent when they speak
English regardless of their first language eventhough we say “American English” or “British
English”.
In the second group, we shared ideas that I
learned in the first group. Also, we talked aboutcharacteristics of English classes in each
university, which was also interesting. We had alively conversation about some problems in English
classes like some students don’t try to use English
and they use Japanese a lot. Particularly, many
students talk in Japanese in a break-out room
during online classes. Several reasons why they dothat could be considered. For example, somestudents are not enthusiastic about speaking
English. Other students do not have muchconfidence in their English skill. In addition, eventhough a couple of students would like to talk in
English the atmosphere of the group dissuades
them from trying. In my case, as I mentioned I likeusing English, but I often hesitate to speak English
among Japanese members who speak English as L2
and are in the same situation in terms of growing
up in Japan because I feel that my English as L2
would be judged by them. That means that it ismuch more comfortable for me to talk with native
speakers in English. We know that we should notthink about mistakes in theory, but most Japanesecare about them in practice. As a result, they
develop the perception that “they cannot speak
English.”In the first group, their level was high, andthey used various sophisticated expressions, so I
realized I didn’t have much knowledge and I was
nervous a bit. At the same time, that inspired me,
and I had a great time among them. In the second
group, our age was close, and I could talk aboutfamiliar topics in English more comfortably.
Overall, I don’t usually have much chance to talk23

Learning Learning 『学習の学習』 29(1) LOOKING BACK | 報告with other university students in English, so I wasvery glad of this opportunity.

Reflection of CCLT7
Makoto Namiki, Keisen University Graduate
School“How we should adopt the current world andhave a better life.” This is the main content which
I learnt from CCLT7 held on 12th December 2021.
Before the conference, I could not have imagined I
would have this huge idea because the topic I
chose was mainly about English learning,
especially varieties of English including Japlish.
Through group discussion in the first round andanother discussion, I noticed everybody had
completely different topics to introduce, however,once we talked about them with our own words
and ideas, we were able to find some similar
points and ideas. Also, we could get many newideas to think about our own topics and they
helped to widen our sights. In this paper, I would
like to write what we talked about and what I
learnt from group discussions and this conference
especially focusing on my topic.
My group’s main topic was “Education andLearning Method”. We talked about our language
learnings and struggles, learning style anddiversity and varieties of languages. My main topic
was about English learning and education,
especially focusing on how we have confidence in
our English and Japlish. As I learnt some theories
such as English as an international language andEnglish as Lingua Franca, I started wondering why
many Japanese do not have confidence in our
English. Also, I read that it is said that there areabout 1.3 billion people who use English and this isthe biggest population of all languages in 2021.
Approximately 370 million people are Native
English speakers and approximately 898 million are
Non-native English speakers but they use English as
their second language in the world (Encore!!!,2021). The number of people who speak English as
foreign language brings English as a world
language. According to Nagai (2015, p. 37), if we
see only the population of the mother language,

English is the third largest population in the world
and there is a larger population of speakers ofChinese and Spanish (Nagai, 2015, translated).
Also, Ono (2020, p.1) showed in her thesis that if
we have skills to communicate in English, it ispossible to communicate with one-fifth of people
in the world (Ono, 2020, translated). From thesefacts, I believe there is no one standard English
and we should respect many kinds of English.
However, we mainly learn American English at
Japanese schools and many people believe
Japanese’ English is not good because we do notpronounce or use English as Native English
speakers. Then many people have troubles withlearning and using English. On the other hand, I
think Japanese English education has an advantage
because mainly, students learn English fromJapanese English teachers. Classrooms can be theplaces where students learn varieties of English
such as English as a Lingua Franca environment,
and Japanese English teachers can be models forstudents as non-Native English speakers. However,I think the way of teaching might be the problem.
Torikai (2011, p. 140) mentioned Japanese future
English education like this in her book: “In future
English education in Japan, we have to understandthat understanding American or British culture is
not the main aim. Also, using English like native
English speakers is not necessary” (Torikai, 2011,translated). I agree with this idea that if teachers
tell or give some experiences to their students
that they feel our English-Japlish is one of thevarieties. This book was published about 11 years
ago, however, I still feel that many JapaneseEnglish learners feel American or British English,
especially white people's, is the best. If students
have more opportunities to know or learn about
varieties of English, then students might haveconfidence in their English. For example, Ng(2018, pp.3-15) who teaches English with his
Singaporean English at Japanese University andwas complained by his students about his English
explained his teaching experiences in Japan andstudent’s review in a book. He used videos ofstudents from China, Korea, Singapore, Hong Kongand Malaysia debating in their English to help his
Japanese students to have a positive attitude

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Learning Learning 『学習の学習』 29(1) LOOKING BACK | 報告
towards their Japanese-accented English. Then,
one of his students commented in his journal inthis way. “...I am a Japanese so I should try to
speak “Japanese English” to express myself withconfidence” (Ng, 2018, pp.11-12).
In our discussion, we found that even in Japan small island, have language hierarchy such as
Japanese spoken in Tokyo is standard and thebest, other Japanese with some regional accents(dialects/ Hogen /方言) are not good as standard
Japanese. However, if people find there is no one
standard language in this globalized world, theway of language learning in Japan might change
positively.
Also, one of our members asked about using AI
translation machines such as Google translate or
DeepL. We all agreed that the machine translated
versions are really easy to understand, but thatthey don't reflect the speakers' own words. When
we communicate with others, we should focus on
sharing our feelings with others, and not dependon machine translations because we are afraid ofmaking grammar mistakes. On the other hand, we
also agreed that their sentences are not our own
words and when we make communication withpeople, we should use our words to tell our
feelings, not mechanical words. This was very
interesting because many people including myself
always worry about our English mistakes but weare thinking using our own English is more
important. Machine translated English might be
one of the varieties of English as well but I think
our opinions through the discussion meant
everybody in my group was sure that adapting andunderstanding the varieties is the key to develop
our (English) communication skills.
In the second round, it was interesting because
we had to explain well what we talked about inthe first round because each group had completely
different topics but at the same time, we foundsome similar points while we were making our
mind map. One student talked about international
food and with that perspective, she learnt there
are many lifestyles in the world and we can learn
about the world even though we cannot go there
through online materials. Another student said

学習者ディベロプメント研究部会 <http://ld-sig.org>

that she talked about how to keep our positivemind with this COVID-19 situation. For example,
some students learnt the importance of listening
to other people through their online studying
abroad experience. They gave up traveling toother countries but could get new friends throughonline learning and felt they were not alone. Thatexperiences keep their minds positive andmotivate them to learn. From these talks, I learnt
that knowing and trying to understand that people
have different ideas and values and we cannot
give superiority or inferiority. This is one of thekeys to adopt the current world and make a betterlife.
In conclusion, I strongly felt that we cancommunicate easily with our own English. I think
many of us made many English mistakes but
nobody cared because we tried to understand it
and more than anything, we learnt varieties anddiversity. For my main theme “How we should
adopt the current world and have a better life”, I
am confident to answer in this way; sharing our
thinking and feeling with other people andknowing many people have many ideas to makeour society and life better. The CCLT conference
gave me this opportunity and for my topic for thisconference, English varieties, I am more confident
to say that not only English but also in many
categories, varieties are important.
Lastly, I would like to say a big thank you to all thefacilitators (teachers) who organised thiswonderful conference for us students and making
connections, especially Professor Andy Barfield
who led our group discussion and made a warm
atmosphere for us to talk freely, and Professor
James Underwood who help my writing this review
and gave me a lot of advice. I am sure thisexperience will give me more confidence in myfuture studying.
References
What is the most spoken language in the world in
2021. Encore!!! (2021, May 7). Retrieved January
22, 2022, from https://gurmentor.com/what-isthe-most-spoken-language-in-the-world/

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Learning Learning 『学習の学習』 29(1) LOOKING BACK | 報告
Houghton, S. A., & Hashimoto, K. (2018). Towards
post-native-speakerism: Dynamics and shifts.
Springer. - Chapter 1 Ng, P.C.L., Overcoming
Institutional Native Speakerism:The Experience of
One Teacher.
永井忠孝. (2015). 英語の害毒. 新潮社. (Nagai, T.
(2015). Eigo No Gaidoku. Shinchosha. )小野尚美. (2020). World Englishes 時代を生き抜
く：日本の英語学習者が目指す英語コミュニケーシ
ョン能力. 成蹊大学文学部紀要, 55, 1–21.
Retrieved on March 26, 2022
http://54.64.109.41/dspace/bitstream/10928/127
0/1/bungaku-55_1-21.pdf(Ono, N. (2020).World Englishes jidaiwo ikinuku:
Nihonno eigo gakusyushagamezasu eigo
comyunikeshion nouryoku)鳥飼玖美子. (2011). 国際
共通語としての英語. 講談社現代新書. (Torikai, K.
(2011). Kokusai Kyotsugo toshiteno eigo.)

Reflection of CCLT7
Saki Ogawa, Otsuma Women’s University
CCLT was very meaningful for me because I
could talk about changing lifestyles in English at
the 1st group discussion with a teacher.
There were many thoughts about lifestyles
due to coronavirus. As I expected, 2 students werebored because we cannot go on a trip. On theother hand, other students enjoy spending muchtime at their house. Many lessons' styles changed
on-demand and on Zoom so I guess many students
don’t need to go to their university. That means
we don’t spend time getting on the train. We had
more free time, compared to face-to-face lessons.
One of my group members, who answered that she
enjoys spending much time at her house, talked
about enjoying reading books and watchingmovies. After I listened to their stories, I thoughtthat it's important to find a way to enjoy the
online lessons more. For example, I can see all
student’s faces and talk with many of them in alesson on Zoom, compared to face-to-facelessons. In addition, I guess that online lessons
make many people improve their PC skills andclean their room because other people may see itthrough Zoom. Many people tend to think that

coronavirus makes them troubled or bored. Butchanging the thoughts into positive ones leads to a
happy life. I'm trying to think not negative things
but positive ones.
In addition, students from Korea and China
have influenced me. They can speak not only
Korean or Chinese but also Japanese and English. I
respect them. I'm spending a lot of time justspeaking English well. But I should learn English
more and try other languages.
This is a part of my memories about CCLT.

Learning various experiences andsharing similar feelings throughinteraction with students of different
backgrounds in CCLT
Izumi Sekiguchi, Otsuma Women’s University
About the 1st student speaking group (withteacher)
In our group, we had many international
students from Korea, Vietnam, China and Japan,
so we could talk about a wider topic and learn
from more various points of view than I expected.
For example, I prepared the discussion topic about
what are the interesting reasons for you to visit
and experience different cultures before CCLT.
When we introduced each other in the group, I
found many of our group members wereexperiencing different cultural aspects in Japan
exactly at that moment, so we could actively
discuss the good points and difficulties of living indifferent cultures mainly based on their actual
experiences in Japan. I could also ask the groupmembers about foods in their countries. I just took
a class about Asian culture at college before
joining CCLT and got interested in Asian foodculture and local dishes, so they explained about
their favorite foods in their countries and theirfeatures of them. It was such a great opportunity
to learn about new things directly from people
from the country.
Everyone in our group wasn’t native English
speaker, so we encouraged each other to sharepersonal experiences and stories. One of ourmembers said to the other member who didn't

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Learning Learning 『学習の学習』 29(1) LOOKING BACK | 報告
have confidence in her English, “That's ok, that’s
why you are here.” I’ve so impressed by that word
and totally agreed with him. It was such an
enjoyable time that I could experience
understanding different cultures in that group.

me. They have various reasons for attending, but I
felt they all had motivation for studying English
and communicating with various people, so I could
communicate with them very comfortably thewhole time.

About the 2nd student group (no teacher)In this session, we started by sharing our
background and why we decided to join CCLT. We
were soon able to open up to each other, so we
could build a good relationship for discussing andworking together to make a presentation. We
announced that we could spend time and create
slides as we liked, so we decided to create apresentation whose main topic was“globalization”, which was the common underlying
feature of each 1st round group's discussion that
we found through the discussion in that round. At
first, as we all came from different groups thateach discussed diversity, English learning
environment, and experience abroad, we
wondered what was the best way to make one
presentation from three different topics. However,for deciding our presentation topic we consciously
had a chance for each of us to express equallywhat we found and wondered about each topic,
based on each reflection from the 1st round, andthe other member responded to the idea andconsidered the ideas together. Also sharing eachlife under the Covid-19 situation that our college
lives were restricted, including fewer options for
the English learning environment, experiencing
new cultures, or interacting with various people inperson was an important process.Through these
discussions, we found the word “globalization”,
and then we discussed more deeply both good andbad aspects of globalization. Thanks to theseaggressive activities, we could make apresentation smoothly and creatively. It was areally interesting and stimulating time for me.

What you decided to do about your English
learning after CCLT
After CCLT, I could get more motivation forlearning English, and I got a lot of inspiration frompeople in the CCLT like I should be more active
and try more new things for interacting withvarious new people. The whole time of the CCLT
was so exciting because I could communicate a lot
with motivated English learners. Then, I realizedagain that I love to communicate with various
people in English, learn new things or perspectives
and build friendly relationships throughconversations. Therefore, I could recognize againthat the purpose for learning English for me is tohave more opportunities and have a more exciting
life.

What topics, and interesting discussion
For me, talking about why we decided tojoin the CCLT was most interesting andstimulating. In both 1st and 2nd speaking groups,
almost everyone came from different colleges to

CCLT7 Reflection
Ririka Takami, Otsuma Women’s University
I learned in CCLT that I can make friends
with many people who have different cultures byknowing cultures which I never knew. This culture
contains country, prefecture, gender, values andso on. I’m from Miyazaki City and now I’m living inTokyo because my university is located in Tokyo.
Miyazaki is far from Tokyo and has a different
culture from the big city. So when I was talking
about my hometown to my college friends who arefrom urban cities, they were surprised by some
topics. For example, food and fashion. These two
topics exist every time so I feel that I must know
about them. Fashion culture impresses me because
when I belong to a women's college in Tokyo, I
have many opportunities to feel the aesthetic
sense of women. I sometimes feel anxious about
the difference between my hometown dialect andTokyo dialect. However, I learned that thisconcern is also necessary for interacting. By
listening about some cultures, I could have fun and

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Learning Learning 『学習の学習』 29(1) LOOKING BACK | 報告
study about methods of communication.
Communication is important for our growth. So
CCLT was a very meaningful time for me.
Even I feel that the difference is the barrierof communication between people. Everytime I
find the same conversation point, both I and otherpeople and I talk about the same point, forexample our birthplace. Although we havedifferent cultures as CCLT group members, wewere able to enjoy talking with each other.
Learning about different cultures could give me
new knowledge. For instance, The members of thefirst group came from different countries.
Members were from Vietnam, South Korea, China
and Japan. I was able to listen to some countries'
food. One Japanese student said "I have eaten
summer rolls". This food came from Vietnam so wewere talking about Vietnamese food at that time.
There was a Vietnamese student. He said that
Vietnamese food eaten in his homeland andVietnamese food eaten in Japan have different
tastes. From this experience, I found that knowing
what I did not know was a lot of fun and a catalyst
for curiosity about others. In my first group, I
could learn it.
However, when we discover new knowledge,
sometimes we may have doubts about it. People
almost feel uncomfortable I think. Because wecreate stereotypes in our lives. This fixed concept
disturbs the communication of people fromdifferent cultures. I was in trouble. However, I wasable to understand the importance of different
cultures in the second group. Second groupmembers have different birthplaces and we belong
to different colleges. One student belongs to auniversity which is located in Miyazaki City, andanother student belongs to a university which islocated in Tama City, Tokyo. For the first time, we
could not throw off reserve. But we could speak
about ourselves by talking for a long time. If weunderstand completely, we have to retain posture.
That's why we can make the first step offriendship. So I found that people must talk for along time. I don't know exactly how many minutes
to speak. However, I felt through the exchangethat if I made an attitude to understand eachother, I would have a longer discussion. For that
purpose I will study English more.
Throughout this CCLT experience, I could
find the true reason why I learn English. In order
to communicate with many people and understandvarious values. From now on, I will try to talk withmy university friends deeply. Perhaps I don't know
my friends well because we didn't talk for a longtime. Effect of COVID-19 is an obstacle between
students' communication I think. So I rethink myrelationship with present friends. I consider
finding the difference creates a new dimension fora person. Also, I want to show my new aspect bysharing something different from other people.
Actually, I could talk about my favorite part of myhometown and I was able to tell that I like cities
like Tokyo but I also like the countryside like myhometown. It is a new challenge for me and I'm alittle scared. However, I think that new values canbe created only by overcoming this fear. So I will
try it. CCLT gave me a chance to rethink my way
of interacting

Reflection: CCLT 7
Huiyan Zheng, Miyazaki International College“Time and attention is the best gift”. This
was the opening message for the event, and I
really like it. Born in a society filled with theoverconsumption of symbols and goods, free timeand attention are the true scarcity with
irreplaceable value. This form of giving is the mostworthwhile return for another giver, it isreciprocal. Therefore, it is very nice to have thiskind of talk combining so many people’scontributions, especially given the background ofsuch a stress-inducing pandemic.
The first round and second round of group
discussions were mainly on the topics of challenges
in standard English teaching and learning. During
these exchanges, I came to be more and more
confused about the role of language and how it
was being used. Is language itself an element for
identity building? Is language originally, borrowing
from the concepts from Pierre Bourdieu, in theend cultural capital, symbolic capital, social

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Learning Learning 『学習の学習』 29(1) LOOKING BACK | 報告
capital, and financial capital? Across the different
learning environments I have studied in there is atension. On one side we are praising the diversityof English or culture, and on the other, we lookdown on non-standard language users or nonmainstream cultures. At this level language itself
can be viewed as an element for identity crisis orbuilding dominance over another speaker.
The processes described in the work of
Pygmalion by George Bernard Shaw happen not
only in a native language context but also insecond language learning and teaching. For
example, the idea that language is a game withthe fallacy called either A or B, either correct or
not - the world of antonym sets. The correct
choice is always judged and made by authority.
The other side of correct is incorrect which should
be looked down on or punished by those who havethe authority to decide the rules ofcommunication, the rulers. In this way, rulers cansolidify their power to control the majority.
Recalling my language learning experience,
what has frustrated my learning is not criticism
from native speakers but attempted depreciation
by non-native speakers. So-called “feedback” frommy classmates and teachers, like I use improper
grammar, that my pronunciation is never native
enough and my spelling is incorrect, have beenpart and parcel of my language learning. It makes
me question if it is a kind feedback or it is adualist learning environment in which the powerholders build “right” and “wrong” as a way ofstrengthening their hold on power. However,during conversation with native English speakers, I
always receive positive feedback. At the sametime, native speakers make mistakes in theirnative language as well, just as we do, since it ishard to maintain accuracy and fluency
simultaneously.
The amazing thing about language is thepower of co-creation. The gap between
communication is where creative tension emerges
and thrives. Tim stressed that CCLT is about
having conversations rather than making
presentations, which reminds me of Hellenistic
teaching. Conversation is dialogic, the interaction

学習者ディベロプメント研究部会 <http://ld-sig.org>

between at least two participants, similar to theform of an echo. However, presentations are oftenmonologic, they build the singular authority that
greatly weakens the effectiveness of realexchange of ideas. Co-creation requires acomparatively equal position to reconfirm or
rediscover a certain topic through dialogue. From
this CCLT, I was able to learn the invaluable roleof talk as a process in learning and identity
formation.

Online LD SIG Get-together Report
Tim Ashwell, Ken Ikeda, and James Underwood
For 2022 we aim to build on the groundwork
laid in the previous years of the online gettogethers. One advantage of having the gettogethers online is that more people can attend
due to the get-togethers not being constrained
geographically; one disadvantage is that people
are more easily able to drop in and out andkeeping consistency in attending members
between each becomes a problem. Although it isgreat to see new faces, we all agreed that it
sometimes felt that we were caught in limbo andnot progressing to the next stage, where after the
introductions and catching up, we collaborated ona shared theme that would help us to develop
further as teachers. After a few meetings together
between us the organizers, Tim Ashwell came up
with the idea of reading groups, which we all
agreed would focus on the get-togethers and might
result in a publication, much like the CLiLD
project (https://ld-sig.org/collaborative-learningin-learner-development-clild/).
Before we get ahead of ourselves with talk of
possible publications at the end of the year, it iscertainly exciting to think about what is possible
when we utilize the full potential of the vibrant LD
SIG community. If you have not yet attended andare thinking of joining, please come along! If you
have attended before and wonder what we are up
to, you are always welcome. Here is what we havedone so far:

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Learning Learning 『学習の学習』 29(1) LOOKING BACK | 報告January 23
We started the year with a bang, and 11
members joined. Thank you to Szabina Adamku,
Anita Aden, Lee Arnold, Andy Barfield, Ellen Head,
Jenny Morgan, Jim Ronald, and Eileen Yap with asurprise attendance by a long-serving LD
SIGmember: Alison Stewart. At first, we split up
into smaller groups and went into breakout rooms
to catch up and meet new people. We then cameback into the main session and Tim Cleminson gave
an overview of the various LD SIGprojects for theyear (more details of which can be found here:<https://docs.google.com/presentation/d/114HU6UhaXDN8IEZdEEuGqbrbIU1NBD4R/edit?usp=sharing&ouid=104678131013580289685&rtpof=true&sd=tru
e>. Alison Stewart then announced her retirement
and that she was moving back to the UK in the
Spring, we all wished her the best of luck. After
that, we went back into breakout rooms to focus
on the upcoming LD SIGforums that will be at
JALTCALL (17-19 of June), PanSIG (8-10 July), andthe JALT International Conference (11-14
November) and share our ideas for these.
February 27
Ten of us met online on February 27th for
the LD SIG Get-together. Thank you to Andy
Barfield, Ellen Head, Emily Choong, Jenny Morgan,
Kayoko Horai, Lee Arnold, Sayaka Karlin andSzabina Adamku. In this meeting we discussed
possible topics that we could continue to explore
together in groups over the coming months. Below
is a link to the Google Doc we set up<https://docs.google.com/document/d/1afJg4dA5LBAlRah8HJDyYAr_g2Qbsa5UQM4O9w8iuM/ed
it?usp=sharing> which contains our initial thoughts
and interests.
March 27th 2022
At today’s online Get-together we discussed
our learner development interests as we search forcommon themes around which we can form
discussion groups. The following people attended:
Andy Barfield, Cecilia Smith,Ellen Head,
Emily Choong, Ian Hurrell, Ken Ishida, SzabinaÁdámku, Tim Ashwell, Tim Cleminson (Jenny
Morgan sent her apologies).

Below are the notes people have written
about the meeting. For the next meeting on April
24th, we wondered whether we could help makeour LD interests more concrete for ourselves andothers if we prepared to do the following:
1. Share stories about students who haveinfluenced us in some way (‘single casemodels’) and the stories students have told
about themselves that have triggered ourown development;
2. Share student work to illustrate the ways inwhich we have been affected and how thisconnects to our teaching practice;
3. Share examples of our own teachingmaterials which again exemplify our
teaching approaches and attempts tofacilitate LD;
4. And, arising from 1-3, share our questions,puzzles, and knots regarding our future
practice as we implement LD practices.
We may also try out ‘reflective
dialogue’/disciplined listening in break-out groups
as we attempt to clarify puzzles for ourselves andothers. For more information see here:<https://docs.google.com/document/d/1afJg4dA5LBAlRah8HJDyYAr_g2Qbsa5UQM4O9w8iuM/ed
it?usp=sharing>Dates for the next online
Online LD SIG Get-togethers(All Sundays, from 14:30-17:00)•

April 24th,•

May 29th,•June 26th,•

September 25th,•

October 23rd,•

November 27th

Around 2 weeks before each get-together areminder will be sent, so please keep an eye on
your inbox.

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Learning Learning『学習の学習』 29 (1): LOOKING FORWARD | 今後のイベント

LOOKING FORWARD | 今後のイベント
LD SIG Forums 2022 –２０２２年の L D S I G フォー
ラム
These are great opportunities to showcase yourpractice, professional reflections, and researchideas. Even if you are just working through yourideas, this is a chance to present them and get
feedback from informed and supportive
colleagues.
教育実践、考察、研究のアイデアなどを発表する絶好の機会です。 たとえ、まだアイデアを練っている段階であっても、この機会に発表し、情報通で協力的な同僚からフィードバックを得てください。

JALTCALL –Playful CALL
Hybrid, 17th-19th
June
Conference Focus
The exploration of play, games, and other ludic
approaches to CALL research and practice.

LD SIGForum: Exploring Creative Play in theClassroom: Innovative Approaches toLearner Development
語学教室における創造的な遊びの探求 ― 学習者育成のための革新的なアプローチ
This forum will evaluate the educational andlinguistic affordances enabled through digital andanalog approaches to language learning based on
creative activities and creative play.

創造的活動や「Creative Play」に基づく言語学習
へのデジタルおよびアナログのアプローチによって可能になる教育的・言語的アフォーダンスに関するプレゼンテーションを紹介します。

PanSIG - (Re) Imagining Language
Education
The University of Nagano,
8-10th July
Conference Focus
What is the future of language
education in a post-pandemic world?

LD SIGForum: Challenging Conventions:
Opening up New Spaces in Learner
Development
慣習に挑戦するー学習者育成の新しい空間を開拓
This forum will examine how new learning spaces
can help learners grow beyond conventional
education environments. Presenters will explore
holistic and ecological perspectives on learners’
growth, taking into account multiple aspects of
their experiences, their interactions with others,
and different affordances in diverse learning
environments and spaces.
従来の教育環境を超えて、新しい学習空間が学習者の成長をどのように助けることができるかというテーマについてのフォーラムを行います。発表者は、学習者の経験、他者との相互作用、多様な学習環境
や空間における様々なアフォーダンスを多面的に考慮し、学習者の成長に関する全体論的・生態学的な視点を探求します。

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Learning Learning『学習の学習』 29 (1): LOOKING FORWARD | 今後のイベント

JALT Conference 2022
Dates: November 11-14, 2022
Venue: Fukuoka International
Congress Center
Dear LD SIG members, We are
excited to announce that we are
now accepting proposals (andsupporters) for the LD forum at JALT2022.

Call for Presenters: LD SIG Forum at
JALT2022
Submit proposal here (Deadline: April 24, 2022):
https://forms.gle/1AKW7ZR6MF2Wh7f69

・ innovative approaches to learner-centred
assessment
・ inclusion of learner voices and perspectives insyllabus planning and curriculum development
and reform.
例として下記に挙げたテーマを扱います。
・ 学習者の相互作用と自律性を育む環境のダイナ
ミックス・ 学習者同士、ニアピア、学習者コミュニティやネットワークなどのさまざまな学 習関係
・ 学習の社会的・感情的側面（例：マインドフルネス、ラーニングフロー、共感、ソーシャルス
キル）

Reflecting on challenges and achievements indiverse learning environments
多様な学習環境における課題と成果を振り返る
This forum provides opportunities to reflect
on challenges and achievements with learnerdevelopment in different learning environments.
Contributors from diverse educational contexts arewarmly encouraged to take part from elementary
school through secondary school to tertiary
education, as well as language school, adultlearning, and graduate study environments.
本フォーラムでは、多様な学習環境における学習者育成の課題と成果について振り返る機会を提供します。小学校、中学校、高等学校、語学学
校、成人学習、大学院など、様々な教育の文脈からの参加者が期待されます。
We examine topics such as:
・ environmental dynamics that nurture learnerinteraction and autonomy
・ different kinds of learning relationships (e.g.,learner-learner, near-peer, learnercommunities and networks)
・ social and emotional aspects of learning (e.g.,
mindfulness, learning flow, empathy, andsocial skills)

・ 学習者中心の評価の革新的なアプローチ・ シラバス計画やカリキュラム開発・改訂に学習者の声や視点を取り入れること
Through sharing personal narratives, learning
practices, reflections, and/or practitioner
research, presentations and discussions will
explore challenges and achievements with learnerdevelopment from multiple perspectives andoriginal angles. Both presenters and participants
will be invited to interactively share their thoughts
and reflections at the forum, as well as later inthe Learner Development SIG’s newsletter,
Learning Learning. Participants should come awayfrom the forum with new insights and a range ofpractice and research ideas to implement or
further explore in diverse learning environments.
個人のナラティブ、学習実践、振り返り、
実践研究などの発表やディスカッションを共有し、学習者ディベロップメントの課題と成果を多面的かつ独創的な観点から探求します。発表者と参加者
は、フォーラム及び後日、学習者開発 SIG のニューズレター「Learning Learning」で、各自の考えや振り返りを対話的に共有します。本フォーラムに参加することで、様々な学習環境で取り入れたり、さらに探究したりするための新たな洞察や実践と研究のアイデアを得ることができるでしょう。

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Learning Learning 『学習の学習』 28 (2): Sig Matters

SIG MATTERS | インフォメーション
Learner Development SIG Financial Report September 2021 to March 2022
Patrick Kiernan, SIG Treasurer, Email: jalt.ldsig.treasurer@gmail.com

Here in Tokyo, it is beginning to feel more like Spring and hopefully, wherever you are, you are revivingfrom the winter and looking forward to participating in LD SIG activities over the year ahead. There is very
little to report in terms of financial expenditures (or income) over the past six months, as events continued
to be either cancelled or held online. As a result, despite the reduced budget for 2021-2022 financial year
we have ended up adding to our bank balance overall. Apparently, this is a common pattern across the SIGs
and local chapters of JALT while JALT Central Office (JCO) has seen a reduced income from falling
membership and income from events such as the JALT national conference which was again an online event
this year. This means that while, like other SIGs, the LD-SIG bank balance has increased, JCO’s has
decreased. To address this imbalance our income from JCO will be cut to approximately a third for 20222023. However, this does not mean that we need to scale back on any of our plans for the year ahead,rather we intend to stick to our budget as agreed at the AGM, with a view to making use of our funds
rather than accumulating unused funds. Moreover, if anyone has ideas for new events or activities thatneed funding, please do not hesitate to propose them as there continues to be potential funding available.
Let’s hope that circumstances continue to improve to enable the SIG and our events to flourish!

Revenues: September 2021 – March 2022 /収入：2021 年 9 月〜2022 年 4 月

None /なし

0

Total revenue / 収入合計

0

Expenses: September 2021 – March 2022 /支出：2021 年 9 月〜2022 年 4 月
Events (2x JALT2021participation fee) / イベント（２x JALT2021 参加費）

10,000Admin. Expenses /管理費

2,410

Total Expenses / 支出合計

12,410

SIG fund balance: March 31, 2022 /SIG 資金残高：2022 年 4 月 31 日
Balance in bank account / 銀行口座残高

292,630

Reserve liabilities / JALT 本部預け金

200,000

PayPal account/ ペイパルアカウント

25,972

Cash in hand / 現金

7,700

Balance / 合計

526,202

学習者ディベロプメント研究部会 <http://ld-sig.org>

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Learning Learning 『学習の学習』 28 (2): Sig Matters

Writing for Learning Learning『学習の学習』応募規定
Deadline for Contributions to the Autumn issue: August 31st 2022
Contributions / 寄稿
We encourage new writing and new writers and are happy to work with you in developing your writing.
We would be delighted to hear from you about your ideas, reflections, experiences, and interests to dowith learner development, learner autonomy, and teacher autonomy.
これまでにない形式のもの、また新しい方々からのご投稿をお待ちしております。内容についてもぜひご
相談ください。みなさまのご意見やお考え、ご経験、そして学習者の成長、学習者と教師の自律性に関することなど、ぜひお聞かせください。
For more details about formats and lengths (形式と長さ) of writing suitable for Learning Learning,please see below. To upload your writing to the editorial team of Learning Learning, please use this link.

Formats and lengths / 形式と長さ
Learning Learning is your space for continuing to make the connections that interest you. You arewarmly invited and encouraged to contribute to the next issue of Learning Learning in either English and/orJapanese. In order to provide access and opportunities for Learner Development SIG members to take partin the SIG’s activities, we welcome writing in different formats and lengths about issues connected withlearner and teacher development, such as:『学習の学習』は会員の皆様に興味ある繋がりを築きつづけるスペースです。次号の『学習の学習』への日本語（もしくは英語、及びニ言語で）の投稿を募集しています。メンバーの皆様に SIG の活動にご参加いただきたく、形式や長さを問わず、学習者および教師の成長に関する以下のような原稿をお待ちしております。

Mini-profiles: Sharing your learner development interests /ミニプロフィール：学習者ディベロップメントについての関心の共有
Here SIG members introduce themselves briefly (just 50 to 100 words or more), and write about what
interests, puzzles, intrigues them about learner development, and/or about a particular approach or
project, or research that they are doing or plan to do, or simply share a short reflection, to do with learnerdevelopment (about 100 words or more)：… ここでは、SIG メンバーの学習者ディベロップメント研究に取り組む原動力となる関心や課題とともに短い（200 から 400 字程度）自己紹介をお届けします。特別なアプ
ローチやプロジェクト、現在進行中の研究やその計画、さらには学習者ディベロップメントの取り組みに関する内省など、それぞれの思いや考えが寄せられています (約 200-400 字程度以上)

Short articles on issues to do with learner/teacher development and autonomy /学習者と教師の成長・自律に関する小論#1: short individual articles (1,200 – 2,500 words)： 小論（単著） (約 3,600-7,500 字)#2: short group-written articles (1,200 – 4,000 words)： 小論（共著）(約 3,600-12,000 字)

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Learning Learning 『学習の学習』 28 (2): Sig Matters
Reflective writing about learning for learner/teacher development and autonomy /学習に関する省察 ー 学習者と教師の成長・自律を目指して#1: particular puzzles that you and/or your learners have about their learning, practices, development,
autonomy, and so on, and inviting other Learning Learning readers to respond (1,000 words or more)：
ご自身や学習者の悩み（学習、実践、成長、自律など）に関して、LL 読者と一緒に考えましょう。(約 4,000
字)#2: dialogue with (an)other SIG member(s) (1,000 to 2,000 words)：SIG メンバー同士の対話 (約 4,000 字8,000 字)#3: stories of learners becoming autonomous (about 500 to 1,000 words)： 自律・成長する学習者に関する話 (約 2,000 字-4,000 字)#4: stories of your learning and teaching practices: success and failure (about 500 to 1,000 words)：学習・
教育実践の成功談・失敗談 (約 2,000 字-4,000 字)

Member‘s Voices / メンバーの声#1: a short personal profile of yourself as a learner and teacher and your interest in learner development(about 500 to 1,000 words) ：学習者・教員としての自身のプロフィールと学習者の成長に関する興味 (約2,000 字-4,000 字)#2: a story of your ongoing interest in, and engagement with, particular learner development (and/or
learner autonomy) issues (about 500 to 1,000 words) ：学習者の成長や学習者の自律に関する興味や取り組
み (約 2,000 字-4,000 字）#3: a short profile of your learner development research interests and how you hope to develop yourresearch (about 500 to 1,000 words)：学習者の成長に関する研究内容と今後の研究の展望 (約 2,000 字-4,000 字）#4: a short profile of your working context and the focus on learner development/learner autonomy that a
particular institution takes and/or is trying to develop in a particular curriculum (about 500 to 1,000
words)：教育環境の紹介、所属機関やカリキュラムにおける学習者の成長や自律に関する取り組み (約2,000 字-4,000 字）

Learners’ voices / 学習者の声
Learners share stories of their learning, reflections on their practices of learning, or report on a project or
research that they are doing or plan to do related to learner development (about 300 to 500 words)：

学習者が自分の学習経験、学習の実践についての考察、または学習者の成長に関連して行っている、もしくは計画しているプロジェクトや研究について報告します。 (約 1200-2000 字程度以上)

学習者ディベロプメント研究部会 <http://ld-sig.org>

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Learning Learning 『学習の学習』 28 (2): Sig Matters
Research & reviews / 研究 & レビュー
#1: summaries and accounts of new graduate research (1,200 – 2,500 words) ：大学院での研究内容の要約やその振り返り (約 2,400 字-5,000 字）#2: proposals for a joint project/joint research (about 500 to 1,000 words)：
協働プロジェクト・リサーチの提案 (約 2,000 字-4,000 字)#3: reports (of a conference presentation, research project, particular pedagogic practice, and so on, to dowith learner development) (about 500 to 1,000 words)：
レポート（学習者の成長に関する学会発表、研究プロジェクト、教育実践など）(約 2,000-4,000 字)#4: reports of research in progress (about 500 to 1,000 words)： 研究中間報告(約 2,000 字-4,000 字)#5: book, website, article reviews (about 750 to 1,500 words)：書籍、ウェブサイト、論文の批評(約 3,000
字-6,000 字)Free space / フリー・スペース#1: photographs, drawings, and/or other visual materials about learner development, and/or related tolearner autonomy：学習者の成長や自律に関する写真、絵、視覚資料#2: activities and tips for learner development/autonomy (about 500 to 1,000 words) ：学習者の成長・自律を促す活動やヒントの紹介 (約 1,000 字-2,000 字)#3: some other piece of writing that you would like to contribute and that is related to learnerdevelopment ：その他の学習者の成長に関する執筆#4: poems… and much more： 詩、その他。

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Learning Learning 『学習の学習』 28 (2): Sig Matters

Learning Learning Editorial Team
<LLeditorialteam@gmail.com>
Those working on Learning Learning share a commitment to working together in small teams. We aim tolearn together about writing, editing, responding, and/or translating, for our shared personal andprofessional development. Some areas where we would like to encourage SIG members to take part andwork together on Learning Learning include:• Layout and Design: working on the formatting and preparation of finalised content for online
publication• Members’ Voices (co-)coordinating: contacting news members of the SIG and working with them todevelop their writing in a variety of formats and lengths as a first step to taking part in the SIG’s
publication activities;• Looking Back (co-)coordinating: working with contributors writing on events related to learnerdevelopment (conferences, forums, get-togethers, workshops, both face-to-face and online) for
publication in Learning Learning;• Research and Reviews (co-)coordinating: encouraging potential contributors to send in summaries
and accounts of research, as well as reviews (of books, journal articles, materials, or web resources
relating to learner development), and working with them to develop their writing for publication in
Learning Learning.

If you are interested in any of these areas of working together (and/or you have other areas of interest)
and would like to discuss your interest and ideas, please email the Learning Learning editorial team
<LLeditorialteam@gmail.com>

Learning Learning, 27 (2)37

学習者ディベロプメント研究部会 <http://ld-sig.org>

ISSN 1882-1103