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 Master´s 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.
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.
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First single authored volume on the role of advising in language learning
Focus on reflective dialogue as the book´s organizing framework uniquely incorporates concepts from other related fields such as personal coaching and counselling
Practical approach builds on theoretical foundations to provide future advisers with the necessary tools to both understand the pertinent research in the field and to successfully implement reflective dialogue skills in their own advising
Preface Acknowledgments i. Introduction ii. Introducing the characters in the book iii. Metaphors and terminology used in the book 1. From Research to Implications: Introducing AdvisingAppendices to Chapter 1: Appendix 1. Basic advising strategies Appendix 2. Advising tools 2. From Implications to Application: Advising in Practice 3. From Application to Implementation: Advising in Context 4. From Implementation to Research: Researching advising Appendices for Chapter 4: Appendix 1: Codes developed by Thornton & Mynard (2012) to make sense of the written advising data they collected in their context Appendix 2: Deillegalscriptors of coded thought units (from McCarthy, 2012)
Über den Autor
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 Master's 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.
Inhaltsverzeichnis
Preface Acknowledgments i. Introduction ii. Introducing the characters in the book iii. Metaphors and terminology used in the book 1. From Research to Implications: Introducing AdvisingAppendices to Chapter 1: Appendix 1. Basic advising strategies Appendix 2. Advising tools 2. From Implications to Application: Advising in Practice 3. From Application to Implementation: Advising in Context 4. From Implementation to Research: Researching advising Appendices for Chapter 4: Appendix 1: Codes developed by Thornton & Mynard (2012) to make sense of the written advising data they collected in their context Appendix 2: Deillegalscriptors of coded thought units (from McCarthy, 2012)
Klappentext
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.
