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Satoko Kato

Kanda University of International Studies, Research Institute for Learner Autonomy Education, Faculty Member

Kanda University of International Studies, SALC, Faculty Member

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Satoko Kato is a Senior Education Coordinator, at Research Institute for Learner Autonomy Education, Kanda University of International Studies in Japan. She holds a Master’s degree (TESOL) from Teachers College, Columbia University, NY and holds a phd degree in Education and Learning Science from Hiroshima University. She has conducted over 3,800 advising sessions in the past 12 years working on promoting learner autonomy. She is also developing and implementing advisor education programs domestically and internationally. She co-authored a book “Reflective Dialogue: Advising in language” (with Jo Mynard) published by Routledge NY, 2016.

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Papers by Satoko Kato

Application of coaching and mentoring strategies to improve the well-being of colleagues and students in education

by Colin Mitchell, Alessandro Grimaldi, and Satoko Kato

PANSIG 2021, 2022

Professional evidence-based coaching and mentoring are fields that have grown significantly globa... more Professional evidence-based coaching and mentoring are fields that have grown significantly globally due to its transformational leadership
and managerial effectiveness (Bozer, Sarros, & Santora, 2013). This growth led to the JALT Mentoring and Orientation Committee to hold a
‘Reflective Dialogue’ workshop in PANSIG 2021 which introduced coaching and mentoring techniques to educators in Japan. This article
follows on from that workshop and gives a deeper insight into coaching and mentoring. The article focuses on educators acting as both the
coach and the coachee. In this situation the coach draws out the information from the coachee, with the coachee being the resource of the
discussion (Rogers, 2016). It argues that semi-structured coaching and mentoring techniques, such as the OSCAR model, can be used by
educators, in conjunction with reflective dialogue (Kato & Mynayrd, 2016), to develop the professional well-being of their peers. Educators
can apply these techniques to both peers and students as either a mentor or a coach to achieve these high levels of effectiveness in reaching
individual goals and improving professional wellbeing

Reframing Self-Access: Reviewing the Literature and Updating a Mission Statement for a New Era

Sisal journal, Mar 29, 2022

This paper documents part of the process of preparing to fully reopen the physical Self-Access Le... more This paper documents part of the process of preparing to fully reopen the physical Self-Access Learning Center (SALC) in a university in Japan after being somewhat interrupted during two years of the COVID-19 pandemic. Self-access is becoming increasingly complex, multi-faceted and multidisciplinary and it is necessary to revisit SALC mission statements periodically, particularly after major events or changes. A group of language educators working at the university examined literature and theories from a range of perspectives in order to inform the future directions of the SALC. In a series of meetings over a one-semester period, one or two team members led a guided discussion based on some key papers, talks or other resources related to eight themes. After a semester of such discussions, they returned to the mission statement and reexamined it, making it more theoretically robust and specific, acting as a guide for SALC services for a new era.

Self-Access Learning Environments: Spaces for Promoting Reflective Dialogue

Promoting Teacher Autonomy Through Reflective Dialogue: Establishing a Mentoring Framework

Action-oriented Language Learning Adving : A new approach to promote independent language learning

Reflective Practice in Advising: Introduction to the Column

Relay Journal, 2018

Welcome to the second reflective practice column where we are pleased to share another series of ... more Welcome to the second reflective practice column where we are pleased to share another series of active advisors’ voices with our professional community. The first column of Reflective Practice in Advising in Volume 1(1) became a prelude for creating a global community of learning advisors with the aim of building a platform to share our professional development experiences and further seek opportunities for growth. As in Issue 1, in this issue of Relay Journal, all the contributors are engaged in a different advising context with various sociocultural backgrounds, but each of the case studies illustrates how their reflective practice enables learning advisors to continue exploring potential growth at any point in their career. In other words, the journey of becoming a learning advisor is ever-lasting, as long as the learning advisor is willingly seeking an opportunity for transformative learning. The post-publication reflective dialogues in Issue 1, although experimental, were a gr...

Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue

Studies in Self-Access Learning Journal, 2012

This paper describes a study which explored how intentional reflective dialogue with an interlocu... more This paper describes a study which explored how intentional reflective dialogue with an interlocutor can deepen Learning Advisors’ (advisors’) reflective learning in terms of their own professional development (PD). As one of the key roles of advisors in self-directed language learning is to activate learners’ reflective learning processes, it is worthwhile for advisors to experience reflective learning process for themselves as a part of a PD program. Eight advisors, with experience ranging from one to three years, participated in this study. Each had two interviews with the interlocutor (the author). Although most of the advisors often self-reflect and have conversations regarding advising with colleagues, the reflective dialogue which was intentionally structured for training purposes resulted in advisors being engaged in a different type of self-reflective approach. The results of the study showed there are potential benefits for developing a continuing PD program for experience...

Effects of Drawing and Sharing a ‘Picture of Life’ in the First Session of a Mentoring Program for Experienced Learning Advisors

Studies in Self-Access Learning Journal, 2017

Since language learning relates to learners’ life events, Learning Advisors (advisors) who are pr... more Since language learning relates to learners’ life events, Learning Advisors (advisors) who are professionals in promoting learner autonomy through conducting reflective dialogue with learners, often tap into learners’ life stories in advising sessions. The previous studies on the life narrative approach indicate that storytellers construct personal meaning and stronger self-image while telling their stories (Bruner, 1990; Erikson, 1968). Atkinson (1998) indicates that creating visual images ahead of time could help storytellers prepare to tell their life stories. This study investigates the effects of drawing a ‘picture of life’ (PL) and sharing it in the first session of a professional development (PD) program where one-to-one mentoring sessions were conducted between five experienced advisors and the author during a period of six months. Data were collected from written journals and post-mentoring questionnaires. A qualitative analysis was conducted to investigate the effects of c...

Reflective Dialogue

Preface Acknowledgments i. Introduction ii. Introducing the characters in the book iii. Metaphors... more 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 Advising Appendices 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: Descriptors of coded thought units (from McCarthy, 2012)

Creative tools that facilitate the advising process

Autonomy in Language Learning: Advising in Action

The purpose of advising in language learning is to help learners to think more deeply about the l... more The purpose of advising in language learning is to help learners to think more deeply about the language learning process in order to become more autonomous language learners (Carson & Mynard, 2012). The advising process is negotiated through dialogue between a learner and an advisor and this interaction can often be facilitated by the use of various tools. In this paper, the authors who are all (past or present) learning advisors (LAs) at Kanda University of International Studies (KUIS) in Japan, begin by briefly outlining an ...

9. Establishing High-Quality Relationships through a Mentoring Programme: Relationships Motivation Theory

Autonomy Support Beyond the Language Learning Classroom

Reflective Dialogue: Advising in Language Learning

Reflective Dialogue presents professional educators with the necessary background and skills to e... more 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.

A Relational Mentoring Program for Language Learning Advisors: The Effects of Life Story Interviews, Collaborative Reflection, and Reverse-Mentoring

Japanese Japanese Female Advisor 4 6 years 300 Yes (8 years) Japanese Japanese Female Advisor 5 5... more

Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue

This paper describes a study which explored how intentional reflective dialogue with an interlocu... more This paper describes a study which explored how intentional reflective dialogue with an interlocutor can deepen Learning Advisors’ (advisors’) reflective learning in terms of their own professional development (PD). As one of the key roles of advisors in self-directed language learning is to activate learners’ reflective learning processes, it is worthwhile for advisors to experience reflective learning process for themselves as a part of a PD program. Eight advisors, with experience ranging from one to three years, participated in this study. Each had two interviews with the interlocutor (the author). Although most of the advisors often self-reflect and have conversations regarding advising with colleagues, the reflective dialogue which was intentionally structured for training purposes resulted in advisors being engaged in a different type of self-reflective approach. The results of the study showed there are potential benefits for developing a continuing PD program for experienced advisors by introducing the reflective dialogue.

Action-oriented Language Learning Advising: A new approach to promote independent language learning

The Self-access Learning Center (SALC) at Kanda University of International Studies (KUIS) offers... more The Self-access Learning Center (SALC) at Kanda University of International Studies (KUIS) offers a unique language advisory service provided by professional Learning Advisors. This service has grown out of the increasing interest in autonomous language learning at the university level education. In general, counseling skills are often used in language learning advising sessions as the skills required in counseling and

Reflective Practice in Advising: Introduction to the Column

Relay Journal, 2018

Mynard, J., Kato, S., & Yamamoto, K. (2018). Reflective practice in advising: Introduction to the... more Mynard, J., Kato, S., & Yamamoto, K. (2018). Reflective practice in advising: Introduction to the column. Relay Journal, 1(1), 55-64 The purpose of the regular ‘Reflective Practice in Advising’ column in Relay Journal is to highlight the importance of reflective practice in the professional development of learning advisors. Taking a narrative inquiry approach, the column includes case studies where advisors engage in voluntary self-reflective professional development, and analyse and reflect on their advising sessions and their developing practice. In this introduction, the authors briefly review the literature in the field of advising and provide an overview of how this column aims to contribute to the growing body of work. Examples of reflective practice in our field will be disseminated with the intention of providing researcher-practitioners with examples of advisor development in action and opportunities to contribute to our understanding of advising processes.

Promoting Mutual Learning in Reverse- mentoring: Professional Development for Experienced Educators

Reverse-mentoring is a unique form of mentoring, derived from the Information Technology-related ... more Reverse-mentoring is a unique form of mentoring, derived from the Information Technology-related industries in the United States, in which a less experienced person serves as a mentor (junior-mentor) for a more experienced person (senior-mentee) to share the latest skills and knowledge in technology. However, there is a lack of research on reversementoring in educational contexts. This study examines the effect of a reverse-mentoring session embedded within a mentoring program designed for experienced learning advisors and investigates how mutual learning occurs between mentor and mentee. Qualitative data were collected via participants' reflective journals and an open-ended, post-program questionnaire. The data demonstrate that the five participants underwent an attitude shift by having the opportunity to become a junior-mentor during the reverse-mentoring session, which implies that reverse-mentoring served as an effective approach to mentor development. The data also suggest that establishing a trusting relationship with the juniormentor prior to the reverse-mentoring session, reviewing audio recordings of the preceding sessions where the junior-mentors attended as mentees, and analyzing how their mentor interacted with them, all served to effectively prepare the junior-mentors for the reversementoring session. For the senior-mentee, who usually takes the role of trainer, reversementoring was a refreshing experience where she could revisit her professional and personal values. The paper discusses how and why mutual learning occurred through the reversementoring process and emphasizes the importance of mentor education. リバース・メンタリングとは、従来のメンターとメンティの役割を逆転させるメンタリングを意味し、より経験の浅い者がメンターとなり、より経験のある先輩にメンタリングを実施するものである。米国のIT業界を発祥とするリバース・メンタリングは、若手が熟練者に最新の技術の知識やスキルを伝達することを目的とするが、教育分野において実施された例は少ない。本研究では、現職のラーニング・アドバイザー５

Effects of Drawing and Sharing a 'Picture of Life' in the First Session of a Mentoring Program for Experienced Learning Advisors

To cite this article Kato, S. (2017). Effects of drawing and sharing a 'picture of life' in the f... more

Creative tools that facilitate the advising process

by Katherine Thornton, Keiko Takahashi, Jo Mynard, Satoko Kato, and Yuki Hasegawa

Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue

This paper describes a study which explored how intentional reflective dialogue with an interlocu... more This paper describes a study which explored how intentional reflective dialogue with an interlocutor can deepen Learning Advisors' (advisors') reflective learning in terms of their own professional development (PD). As one of the key roles of advisors in self-directed language learning is to activate learners' reflective learning processes, it is worthwhile for advisors to experience reflective learning process for themselves as a part of a PD program. Eight advisors, with experience ranging from one to three years, participated in this study. Each had two interviews with the interlocutor (the author). Although most of the advisors often self-reflect and have conversations regarding advising with colleagues, the reflective dialogue which was intentionally structured for training purposes resulted in advisors being engaged in a different type of self-reflective approach. The results of the study showed there are potential benefits for developing a continuing PD program for experienced advisors by introducing the reflective dialogue.

Application of coaching and mentoring strategies to improve the well-being of colleagues and students in education

by Colin Mitchell, Alessandro Grimaldi, and Satoko Kato

PANSIG 2021, 2022

Professional evidence-based coaching and mentoring are fields that have grown significantly globa... more Professional evidence-based coaching and mentoring are fields that have grown significantly globally due to its transformational leadership
and managerial effectiveness (Bozer, Sarros, & Santora, 2013). This growth led to the JALT Mentoring and Orientation Committee to hold a
‘Reflective Dialogue’ workshop in PANSIG 2021 which introduced coaching and mentoring techniques to educators in Japan. This article
follows on from that workshop and gives a deeper insight into coaching and mentoring. The article focuses on educators acting as both the
coach and the coachee. In this situation the coach draws out the information from the coachee, with the coachee being the resource of the
discussion (Rogers, 2016). It argues that semi-structured coaching and mentoring techniques, such as the OSCAR model, can be used by
educators, in conjunction with reflective dialogue (Kato & Mynayrd, 2016), to develop the professional well-being of their peers. Educators
can apply these techniques to both peers and students as either a mentor or a coach to achieve these high levels of effectiveness in reaching
individual goals and improving professional wellbeing

Reframing Self-Access: Reviewing the Literature and Updating a Mission Statement for a New Era

Sisal journal, Mar 29, 2022

This paper documents part of the process of preparing to fully reopen the physical Self-Access Le... more This paper documents part of the process of preparing to fully reopen the physical Self-Access Learning Center (SALC) in a university in Japan after being somewhat interrupted during two years of the COVID-19 pandemic. Self-access is becoming increasingly complex, multi-faceted and multidisciplinary and it is necessary to revisit SALC mission statements periodically, particularly after major events or changes. A group of language educators working at the university examined literature and theories from a range of perspectives in order to inform the future directions of the SALC. In a series of meetings over a one-semester period, one or two team members led a guided discussion based on some key papers, talks or other resources related to eight themes. After a semester of such discussions, they returned to the mission statement and reexamined it, making it more theoretically robust and specific, acting as a guide for SALC services for a new era.

Self-Access Learning Environments: Spaces for Promoting Reflective Dialogue

Promoting Teacher Autonomy Through Reflective Dialogue: Establishing a Mentoring Framework

Action-oriented Language Learning Adving : A new approach to promote independent language learning

Reflective Practice in Advising: Introduction to the Column

Relay Journal, 2018

Welcome to the second reflective practice column where we are pleased to share another series of ... more Welcome to the second reflective practice column where we are pleased to share another series of active advisors’ voices with our professional community. The first column of Reflective Practice in Advising in Volume 1(1) became a prelude for creating a global community of learning advisors with the aim of building a platform to share our professional development experiences and further seek opportunities for growth. As in Issue 1, in this issue of Relay Journal, all the contributors are engaged in a different advising context with various sociocultural backgrounds, but each of the case studies illustrates how their reflective practice enables learning advisors to continue exploring potential growth at any point in their career. In other words, the journey of becoming a learning advisor is ever-lasting, as long as the learning advisor is willingly seeking an opportunity for transformative learning. The post-publication reflective dialogues in Issue 1, although experimental, were a gr...

Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue

Studies in Self-Access Learning Journal, 2012

This paper describes a study which explored how intentional reflective dialogue with an interlocu... more This paper describes a study which explored how intentional reflective dialogue with an interlocutor can deepen Learning Advisors’ (advisors’) reflective learning in terms of their own professional development (PD). As one of the key roles of advisors in self-directed language learning is to activate learners’ reflective learning processes, it is worthwhile for advisors to experience reflective learning process for themselves as a part of a PD program. Eight advisors, with experience ranging from one to three years, participated in this study. Each had two interviews with the interlocutor (the author). Although most of the advisors often self-reflect and have conversations regarding advising with colleagues, the reflective dialogue which was intentionally structured for training purposes resulted in advisors being engaged in a different type of self-reflective approach. The results of the study showed there are potential benefits for developing a continuing PD program for experience...

Effects of Drawing and Sharing a ‘Picture of Life’ in the First Session of a Mentoring Program for Experienced Learning Advisors

Studies in Self-Access Learning Journal, 2017

Since language learning relates to learners’ life events, Learning Advisors (advisors) who are pr... more Since language learning relates to learners’ life events, Learning Advisors (advisors) who are professionals in promoting learner autonomy through conducting reflective dialogue with learners, often tap into learners’ life stories in advising sessions. The previous studies on the life narrative approach indicate that storytellers construct personal meaning and stronger self-image while telling their stories (Bruner, 1990; Erikson, 1968). Atkinson (1998) indicates that creating visual images ahead of time could help storytellers prepare to tell their life stories. This study investigates the effects of drawing a ‘picture of life’ (PL) and sharing it in the first session of a professional development (PD) program where one-to-one mentoring sessions were conducted between five experienced advisors and the author during a period of six months. Data were collected from written journals and post-mentoring questionnaires. A qualitative analysis was conducted to investigate the effects of c...

Reflective Dialogue

Preface Acknowledgments i. Introduction ii. Introducing the characters in the book iii. Metaphors... more 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 Advising Appendices 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: Descriptors of coded thought units (from McCarthy, 2012)

Creative tools that facilitate the advising process

Autonomy in Language Learning: Advising in Action

The purpose of advising in language learning is to help learners to think more deeply about the l... more The purpose of advising in language learning is to help learners to think more deeply about the language learning process in order to become more autonomous language learners (Carson & Mynard, 2012). The advising process is negotiated through dialogue between a learner and an advisor and this interaction can often be facilitated by the use of various tools. In this paper, the authors who are all (past or present) learning advisors (LAs) at Kanda University of International Studies (KUIS) in Japan, begin by briefly outlining an ...

9. Establishing High-Quality Relationships through a Mentoring Programme: Relationships Motivation Theory

Autonomy Support Beyond the Language Learning Classroom

Reflective Dialogue: Advising in Language Learning

Reflective Dialogue presents professional educators with the necessary background and skills to e... more 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.

A Relational Mentoring Program for Language Learning Advisors: The Effects of Life Story Interviews, Collaborative Reflection, and Reverse-Mentoring

Japanese Japanese Female Advisor 4 6 years 300 Yes (8 years) Japanese Japanese Female Advisor 5 5... more

Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue

This paper describes a study which explored how intentional reflective dialogue with an interlocu... more This paper describes a study which explored how intentional reflective dialogue with an interlocutor can deepen Learning Advisors’ (advisors’) reflective learning in terms of their own professional development (PD). As one of the key roles of advisors in self-directed language learning is to activate learners’ reflective learning processes, it is worthwhile for advisors to experience reflective learning process for themselves as a part of a PD program. Eight advisors, with experience ranging from one to three years, participated in this study. Each had two interviews with the interlocutor (the author). Although most of the advisors often self-reflect and have conversations regarding advising with colleagues, the reflective dialogue which was intentionally structured for training purposes resulted in advisors being engaged in a different type of self-reflective approach. The results of the study showed there are potential benefits for developing a continuing PD program for experienced advisors by introducing the reflective dialogue.

Action-oriented Language Learning Advising: A new approach to promote independent language learning

The Self-access Learning Center (SALC) at Kanda University of International Studies (KUIS) offers... more The Self-access Learning Center (SALC) at Kanda University of International Studies (KUIS) offers a unique language advisory service provided by professional Learning Advisors. This service has grown out of the increasing interest in autonomous language learning at the university level education. In general, counseling skills are often used in language learning advising sessions as the skills required in counseling and

Reflective Practice in Advising: Introduction to the Column

Relay Journal, 2018

Mynard, J., Kato, S., & Yamamoto, K. (2018). Reflective practice in advising: Introduction to the... more Mynard, J., Kato, S., & Yamamoto, K. (2018). Reflective practice in advising: Introduction to the column. Relay Journal, 1(1), 55-64 The purpose of the regular ‘Reflective Practice in Advising’ column in Relay Journal is to highlight the importance of reflective practice in the professional development of learning advisors. Taking a narrative inquiry approach, the column includes case studies where advisors engage in voluntary self-reflective professional development, and analyse and reflect on their advising sessions and their developing practice. In this introduction, the authors briefly review the literature in the field of advising and provide an overview of how this column aims to contribute to the growing body of work. Examples of reflective practice in our field will be disseminated with the intention of providing researcher-practitioners with examples of advisor development in action and opportunities to contribute to our understanding of advising processes.

Promoting Mutual Learning in Reverse- mentoring: Professional Development for Experienced Educators

Reverse-mentoring is a unique form of mentoring, derived from the Information Technology-related ... more Reverse-mentoring is a unique form of mentoring, derived from the Information Technology-related industries in the United States, in which a less experienced person serves as a mentor (junior-mentor) for a more experienced person (senior-mentee) to share the latest skills and knowledge in technology. However, there is a lack of research on reversementoring in educational contexts. This study examines the effect of a reverse-mentoring session embedded within a mentoring program designed for experienced learning advisors and investigates how mutual learning occurs between mentor and mentee. Qualitative data were collected via participants' reflective journals and an open-ended, post-program questionnaire. The data demonstrate that the five participants underwent an attitude shift by having the opportunity to become a junior-mentor during the reverse-mentoring session, which implies that reverse-mentoring served as an effective approach to mentor development. The data also suggest that establishing a trusting relationship with the juniormentor prior to the reverse-mentoring session, reviewing audio recordings of the preceding sessions where the junior-mentors attended as mentees, and analyzing how their mentor interacted with them, all served to effectively prepare the junior-mentors for the reversementoring session. For the senior-mentee, who usually takes the role of trainer, reversementoring was a refreshing experience where she could revisit her professional and personal values. The paper discusses how and why mutual learning occurred through the reversementoring process and emphasizes the importance of mentor education. リバース・メンタリングとは、従来のメンターとメンティの役割を逆転させるメンタリングを意味し、より経験の浅い者がメンターとなり、より経験のある先輩にメンタリングを実施するものである。米国のIT業界を発祥とするリバース・メンタリングは、若手が熟練者に最新の技術の知識やスキルを伝達することを目的とするが、教育分野において実施された例は少ない。本研究では、現職のラーニング・アドバイザー５

Effects of Drawing and Sharing a 'Picture of Life' in the First Session of a Mentoring Program for Experienced Learning Advisors

To cite this article Kato, S. (2017). Effects of drawing and sharing a 'picture of life' in the f... more

Creative tools that facilitate the advising process

by Katherine Thornton, Keiko Takahashi, Jo Mynard, Satoko Kato, and Yuki Hasegawa

Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue

This paper describes a study which explored how intentional reflective dialogue with an interlocu... more This paper describes a study which explored how intentional reflective dialogue with an interlocutor can deepen Learning Advisors' (advisors') reflective learning in terms of their own professional development (PD). As one of the key roles of advisors in self-directed language learning is to activate learners' reflective learning processes, it is worthwhile for advisors to experience reflective learning process for themselves as a part of a PD program. Eight advisors, with experience ranging from one to three years, participated in this study. Each had two interviews with the interlocutor (the author). Although most of the advisors often self-reflect and have conversations regarding advising with colleagues, the reflective dialogue which was intentionally structured for training purposes resulted in advisors being engaged in a different type of self-reflective approach. The results of the study showed there are potential benefits for developing a continuing PD program for experienced advisors by introducing the reflective dialogue.

Reflective Dialogue Advising in Language Learning

by Satoko Kato and Jo Mynard

Reflective Dialogue presents professional educators with the necessary background and skills to e... more 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 cl

The English Learning Planner 2013 overview (2)

The English Learning Planner 2013 overview (1)