The JACET Kanto Chapter
Date: Saturday, July 8th
Abstract 1: Jo Mynard 13:00-14:00 (60 min.) Keynote
Title: Advising in language learning: How reflective dialogue supports students
This presentation will explore how advising in language learning (ALL) has a vitalrole to play in supporting language learners. ALL is one-to-one reflective dialogue
with language learners that promotes learner autonomy (Carson & Mynard, 2012;
Kato & Mynard, 2016; Mynard 2020a). ALL has its origins in Europe, has beenpart of language education since the 1970s, and is now considered to be a distinct
field alongside language teaching. The first part of the presentation will briefly
summarise the theoretical underpinnings and and some practical aspects ofadvising. We will also examine the main differences between teaching andadvising.
In the second part of the presentation, we will see illustrative excerpts fromadvising sessions and recent research studies to see how ALL is ideal for
supporting individualised language learning. ALL takes a learner’s goals,interests, context, and other individual difference factors as a starting point andthrough a supportive dialogue, learning advisors help learners to take charge ofand sustain their learning over time.
Although advising sessions vary based on the needs of the learner, thedegree of familiarity, and the style of the advisor, there are some procedures that
tend to lead to a successful session. In the third part of the presentation, we will
see some examples of advising sessions to show how advisors can facilitate
intentional reflective dialogue in learners with different characteristics by using a
range of advising strategies and tools.
We will conclude by looking at how teachers can be prepared for such arole through training, mentoring and ongoing reflective practice. We will also
provide suggestions for how educators can contribute to the growing field of ALL
through dissemination of research and reflections on their practice.

Abstract 2: Satoko Kato 14:10-15:40 (90 min.) workshop
Title: Practical advising approaches for facilitating reflection and promoting wellbeing
Advising in language learning (ALL) aims to promote learner autonomy byfacilitating reflective dialogue, which helps learners to think deeply and takeownership of their learning (Kato & Mynard, 2016; Mynard & Carson, 2012).
Reflection promoted in ALL is more than just helping learners to think back anddescribe what happened or how they felt. It is a process of supporting learners torestructure their established assumptions and beliefs, which can lead them totransformational learning (Brockbank & McGill, 2006).
In this 90-minute workshop, the presenters break down the concept of ALL andfacilitate a practical session where participants can learn how to conductreflective dialogue by using some basic strategies (repeating, summarizing,complimenting, metaphor, powerful questions, and what-if questions). They will
also use some tools for helping others to engage in reflection.
Engaging in reflective dialogue can not only facilitate autonomy in learning but it
can enhance participants’ (learners and advisors) sense of well-being (Davies etal., 2020; Kato, 2022; Mozzon-McPherson, 2019; Oxford, 2016, Shelton-Strong,2020; Tassinari & Ciekanski, 2013). Well-being is a multi-dimensional constructthat includes self-acceptance, positive relationships, autonomy, environmental
mastery, purpose in life, and personal growth (Ryff, 1989; Seligman, 2011). In
recent years, research on teachers’ well-being which has a significant
relationship with teachers’ motivation as well as positive effects on boththemselves and on their students, has been growing (Homes, 2005; Mercer &Gregerson, 2020). However, teachers/advisors usually pay attention todeveloping learners’ well-being and not much attention is paid to promoting
teacher/advisor well-being.
This workshop will provide an opportunity to learn and try the strategies toconduct reflective dialogue and reflect on the dialogue's impact on learners’ andyour own professional well-being.

BioJo Mynard

Jo Mynard is a Professor in the Faculty of Global Liberal Arts and Director of theSelf-Access Learning Center (SALC) at Kanda University of International
Studies (KUIS) in Japan where she has worked since 2008. She is also theDirector of Research Institute for Learner Autonomy Education (RILAE) atKUIS. She advises language learners, and oversees day-to-day operations,research, and the general direction of the SALC. She also teaches anundergraduate course on Effective Language Learning and a graduate course
on Learner Autonomy as part of the MA TESOL programme at the KUIS
Graduate school. She completed her Doctorate in Education (TEFL) at theUniversity of Exeter, UK in 2003 and her M.Phil, in Applied Linguistics at Trinity
College, Dublin in 1997. She has co-edited and co-authored over 100 scholarly
works, including several books on learner autonomy, advising, reflective
dialogue, and social learning spaces. She has been the editor of SiSAL Journal(Studies in Self-Access Learning) since 2010.

Satoko Kato

Satoko Kato is an Associate Professor at the Research Institute for Learner
Autonomy Education (RILAE), Kanda University of International Studies (KUIS)
in Japan. She is also a lecturer at the Graduate School of Language Sciences,KUIS, teaching ‘learner autonomy’ and ‘teacher autonomy’ in the MA TESOL
program. She is also the chair of the JALT Mentoring and Orientation
Committee. She holds a Ph.D. degree in Education from Hiroshima University
and a Master’s degree in TESOL from Teachers College, Columbia University.
She has conducted over 4,000 sessions as a learning advisor in the past 16years, working on promoting learner autonomy. She is also developing andimplementing advisor education programs for teachers/advisors, domesticallyand internationally. She co-authored “Reflective Dialogue: Advising in language
learning” with Jo Mynard (Routledge NY, 2016; Japanese version issued in2022 from Osaka University Press), and 「英語教師のための 自律学習者育成ガイドブック」（KUIS Press) with Hisako Yamashita.