Klienditugi: 7440010 (E-R 10-18)

E-raamat: Reflective Dialogue: Advising in Language Learning [Taylor & Francis e-raamat]

Jo Mynard (Kanda University of International Studies, Japan), Satoko Kato (Kanda University of International Studies, Japan)

Formaat: 338 pages, 22 Tables, black and white
Sari: Research and Resources in Language Teaching
Ilmumisaeg: 19-Aug-2015
Kirjastus: Routledge
ISBN-13: 9781315739649

Teised raamatud teemal:

Psycholinguistics

Taylor & Francis e-raamat
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Tavahind: 250,59 €
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Formaat: 338 pages, 22 Tables, black and white
Sari: Research and Resources in Language Teaching
Ilmumisaeg: 19-Aug-2015
Kirjastus: Routledge
ISBN-13: 9781315739649

Teised raamatud teemal:

Psycholinguistics

Rohkem infot Taylor & Francis e-raamatute kohta

Raamatu kodulehekülg: https://www.taylorfrancis.com/books/9781315739649

Reflective Dialogue presents professional educators with the necessary background and skills to engage in reflective dialogue with language learners effectively.It draws on work in the fields of advising in language learning, reflective practice, sociocultural theory, language learner autonomy, counseling, and life coaching to provide both an introduction to the field and guidance for researching advising in action. The book also includes a wide variety of practical ideas and over 30 sample dialogues that offer clear demonstrations of the concepts discussed in practice. This dynamic textbook’s practical approach illustrates how reflective dialogue can promote language learner autonomy and how language advising can be implemented successfully both inside and outside the classroom.

List of Figures and Tables

xii

Preface

xiii

Acknowledgments

xiv

Introduction

Introducing the Characters in the Book

xviii

Metaphors and Terminology Used in the Book

1 From Research to Implications: Introducing Advising

(67)

I The Value of Advising in Language Learning

(4)

II Reflective Dialogue and Learning

(2)

III Approaches to Advising

(2)

IV Transformational Advising in Language Learning

(4)

V Learning Trajectory in Transformational Advising

(55)

Appendix 1.1 Basic Advising Strategies

(9)

Appendix 1.2 Advising Tools

(39)

2 From Implications to Application: Advising in Practice

(1)

Part 1 Dialogue in Advising

(135)

Introduction

(3)

I Getting Started: Setting the Scene

(35)

Dialogue 1 The first few minutes

(2)

Dialogue 2--1 Listening to a life story

(3)

Dialogue 2--2 Alternative dialogue in the target language

(3)

Dialogue 3 The benefits of `being listened to'

(3)

Dialogue 4 Analyzing the current status

(3)

Dialogue 5 Visualizing the `big picture'

(4)

Dialogue 6--1 Breaking down the goals

(3)

Dialogue 6--2 Alternative dialogue conducted in the target language

(2)

Dialogue 7 Making a declaration

(3)

Dialogue 8 Recording progress and achievements

(3)

Dialogue 9 Wrapping up the session

100

(3)

Dialogue 10 Things to do after the session

103

(3)

II Going Deeper: Moving towards a turning point

106

(50)

Introduction

106

(1)

Dialogue 11 Starting continuous advising

107

(3)

Dialogue 12 Time to ask `powerful' questions

110

(4)

Dialogue 13 Dealing with emotions

114

(4)

Dialogue 14 `What if' questions

118

(4)

Dialogue 15--1 Reviewing and revising goals and plans

122

(3)

Dialogue 15--2 Alternative dialogue using a combination of the TL and the L1

125

(3)

Dialogue 16--1 Avoiding procrastination

128

(5)

Dialogue 16--2 Alternative dialogue/advising for exams

133

(4)

Dialogue 17 Levels of satisfaction

137

(5)

Dialogue 18--1 Using metaphor

142

(3)

Dialogue 18--2 More metaphors

145

(2)

Dialogue 19 Challenging existing values

147

(5)

Dialogue 20 Giving positive feedback

152

(4)

III Becoming Aware: The `aha' moment in advising

156

(23)

Introduction

156

(2)

Dialogue 21 Connecting the dots -- the `aha' moment

158

(4)

Dialogue 22 Building a `strengths' vocabulary

162

(4)

Dialogue 23 It's not `what' you tell learners, but `how' you tell it

166

(5)

Dialogue 24 Switching viewpoint

171

(4)

Dialogue 25 Translating awareness into action

175

(4)

IV Transformation: Starting to `self-advise'

179

(24)

Introduction

179

(2)

Dialogue 26 Learn about `self-advising'

181

(6)

Dialogue 27 Reflecting on your `best self'

187

(4)

Dialogue 28 The final reflection

191

(5)

Dialogue 29 Preparing to start afresh

196

(3)

Dialogue 30 Congratulations!

199

(4)

Part 2 Training and Development for Learning Advisors

203

(98)

Introduction

203

(4)

Training and development (T&D) exercises

207

(1)

I Getting Started: What it means to be an advisor

207

(7)

Introduction

207

(1)

T&D Exercise 1 Interviewing and introducing others

208

(3)

T&D Exercise 2 Introduction to the intentional reflective dialogue (IRD)

211

(3)

II Going Deeper: Getting ready for the move

214

(12)

Introduction

214

(1)

T&D Exercise 3 Turning negative into positive

215

(3)

T&D Exercise 4 Structuring the IRD

218

(8)

III Becoming Aware: Knowing yourself as an advisor

226

(5)

Introduction

226

(1)

T&D Exercise 5 Viewpoint switching activity

227

(2)

T&D Exercise 6 Initiating the IRD

229

(2)

IV Transformation: Developing further, and back to basics

231

(11)

Introduction

231

(2)

T&D Exercise 7 Reflecting on your best self

233

(3)

T&D Exercise 8 Becoming a mentor to other advisors

236

(6)

3 From Application to Implementation: Advising in Context

242

(31)

I Introduction

242

(1)

II Preparing Learners to Become Autonomous

242

(6)

III Types of Advising

248

(8)

IV Offering Advising Services

256

(5)

V Voluntary or Compulsory Advising?

261

(1)

VI Recruitment, Training, and Professional Development

262

(8)

VII Promotion and Awareness Raising

270

(1)

VIII Ethics and Boundaries

270

(1)

IX Evaluating Advising

271

(2)

4 From Implementation to Research: Researching Advising

273

(28)

I Introduction

273

(1)

II What to Research

273

(3)

III How to Research

276

(2)

IV Research Project Ideas and Tools That Follow the Learning Trajectory

278

(13)

V Research Methods

291

(3)

VI Qualitative Data Analysis

294

(7)

Appendix 4.1 Codes Developed by Thornton and Mynard (2012) to Make Sense of the Written Advising Data They Collected in Their Context

295

(2)

Appendix 4.2 Descriptors of Coded Thought Units (From McCarthy, 2012)

297

(4)

References

301

(6)

Index

307

Satoko Kato is a Learning Advisor at Kanda Institute of Foreign Languages in Japan. She has conducted thousands of advising sessions with hundreds of language learners and is in charge of developing advisor training programs. She holds a Masters degree (TESOL) from Teachers College, Columbia University, New York.

Jo Mynard is an Associate Professor at Kanda University of International Studies in Japan and is the Director of the Self-Access Learning Centre. She has an M.Phil. in Applied Linguistics from Trinity College Dublin, Ireland and an Ed.D. in TEFL from the University of Exeter, UK.

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