Jo Mynard
Dr. Jo Mynard is an applied linguist and specialist in learner autonomy and supporting language learning outside the classroom. She is a Professor in the Faculty of Global Liberal Arts and Director of the Self-Access Learning Center (SALC) at Kanda University of International Studies (KUIS) in Japan where she has worked since 2008. She is also the Director of Research Institute for Learner Autonomy Education (RILAE) at KUIS.
She completed her Doctorate in Education (TEFL) at the University of Exeter, UK in 2003 and her M.Phil, in Applied Linguistics at Trinity College, Dublin in 1997.
At KUIS, she advises language learners and oversees operations, research and the general direction of the SALC comprising a team of 12 learning advisors, 8 managers, 1 designer and 35 part-time student staff. She also teaches an undergraduate course on Effective Language Learning and a graduate course on Learner Autonomy as part of the MA TESOL programme at the KUIS Graduate school. In addition, she engages in the following on a part-time basis:
- Teaching on the Doctoral and MA programmes in TESOL and supervising doctoral theses at the University of Anaheim (USA / online)
- Supervising MA TESOL students at the University of Birmingham (UK)
- Supervising MA TESOL students at the KUIS graduate school (Japan)
- Ph.D. thesis examining
- Independent reviewing for research fellowship applications
Before joining KUIS, she worked as an Associate Professor of English Language at NUCB/Koryo College in Nagoya. Prior to moving to Japan, she worked in the United Arab Emirates and was a faculty member and Founder / Coordinator of the Learning Enhancement Centre (LEC) at Zayed University in Abu Dhabi. She has also taught English in Spain, Ireland and England.
She has been the editor of SiSAL Journal (Studies in Self-Access Learning) since 2010. SiSAL Journal is an international, peer reviewed, quarterly publication indexed by seven databases. http://sisaljournal.org
She has been closely involved with the IATEFL Learner Autonomy Special Interest Group since 2001. She is currently on its advisory board. http://lasig.iatefl.org
She is a members of the International Academic Advisory Board for IAFOR, Japan. https://iafor.org/
In 2012 she founded an epublishing company with Christopher Candlin. The company aims to close the gap between research, practice, and publication. http://candlinandmynard.com
Her professional interests are learner autonomy, advising in language learning, self-access learning, social and affective aspects of language learning, and CALL. She has co-edited and co-authored several books and book chapters on learner autonomy, advising, reflective dialogue, and social learning spaces.
When she isn't working, she likes travelling, hiking, swimming, reading, and watching sci-fi and detective dramas.
Phone: (81) 043-273-1382
Address: Self-Access Learning Center
Kanda University of International Studies
1-4-1, Wakaba,
Mihama-ku
Chiba-shi,
Chiba-ken,
Japan
261-0014
She completed her Doctorate in Education (TEFL) at the University of Exeter, UK in 2003 and her M.Phil, in Applied Linguistics at Trinity College, Dublin in 1997.
At KUIS, she advises language learners and oversees operations, research and the general direction of the SALC comprising a team of 12 learning advisors, 8 managers, 1 designer and 35 part-time student staff. She also teaches an undergraduate course on Effective Language Learning and a graduate course on Learner Autonomy as part of the MA TESOL programme at the KUIS Graduate school. In addition, she engages in the following on a part-time basis:
- Teaching on the Doctoral and MA programmes in TESOL and supervising doctoral theses at the University of Anaheim (USA / online)
- Supervising MA TESOL students at the University of Birmingham (UK)
- Supervising MA TESOL students at the KUIS graduate school (Japan)
- Ph.D. thesis examining
- Independent reviewing for research fellowship applications
Before joining KUIS, she worked as an Associate Professor of English Language at NUCB/Koryo College in Nagoya. Prior to moving to Japan, she worked in the United Arab Emirates and was a faculty member and Founder / Coordinator of the Learning Enhancement Centre (LEC) at Zayed University in Abu Dhabi. She has also taught English in Spain, Ireland and England.
She has been the editor of SiSAL Journal (Studies in Self-Access Learning) since 2010. SiSAL Journal is an international, peer reviewed, quarterly publication indexed by seven databases. http://sisaljournal.org
She has been closely involved with the IATEFL Learner Autonomy Special Interest Group since 2001. She is currently on its advisory board. http://lasig.iatefl.org
She is a members of the International Academic Advisory Board for IAFOR, Japan. https://iafor.org/
In 2012 she founded an epublishing company with Christopher Candlin. The company aims to close the gap between research, practice, and publication. http://candlinandmynard.com
Her professional interests are learner autonomy, advising in language learning, self-access learning, social and affective aspects of language learning, and CALL. She has co-edited and co-authored several books and book chapters on learner autonomy, advising, reflective dialogue, and social learning spaces.
When she isn't working, she likes travelling, hiking, swimming, reading, and watching sci-fi and detective dramas.
Phone: (81) 043-273-1382
Address: Self-Access Learning Center
Kanda University of International Studies
1-4-1, Wakaba,
Mihama-ku
Chiba-shi,
Chiba-ken,
Japan
261-0014
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Books by Jo Mynard
「アドバイジングで、“アドバイス”をしてしまっていませんか？」
(https://www.osaka-up.or.jp/books/ISBN978-4-87259-762-2.html)
自律的な学習は、学習者が主人公。最終到達目標は、学習者が自分自身と向き合いセルフアドバイジングできるようになること。言語学習アドバイザーは、対話の積み重ねによって、学習者がひとりではばたいていけるよう、横で伴走しながら、さまざまなかたちでサポートします。本書には、前に進もうとする学習者とどのように向き合うかのヒントが沢山つまっています！
【学習者の意識変革と行動を促す対話とは？ 言語学習アドバイジングを知るために最適の一冊】
自律的な言語学習を支援するための方法の一つとして、専門的な知識やスキルを有するアドバイザーが学習者に対して傾聴や助言を行う言語学習アドバイジングへの関心が高まっている。実際のアドバイジングの豊富な用例に基づき、言語学習アドバイジングを理論と実践の両面から解説する本書は、言語学習アドバイジングの入門書として最適。アドバイザーの養成や研究の方法についても詳細に説明されており、多くのニーズに応えたものとなっている。Kato, S. and J. Mynard, Reflective Dialogue: Advising in Language Learning（Routledge, 2016）の翻訳。
「アドバイジングで、“アドバイス”をしてしまっていませんか？」
自律的な学習は、学習者が主人公。最終到達目標は、学習者が自分自身と向き合いセルフアドバイジングできるようになること。言語学習アドバイザーは、対話の積み重ねによって、学習者がひとりではばたいていけるよう、横で伴走しながら、さまざまなかたちでサポートします。本書には、前に進もうとする学習者とどのように向き合うかのヒントが沢山つまっています！
【学習者の意識変革と行動を促す対話とは？ 言語学習アドバイジングを知るために最適の一冊】
自律的な言語学習を支援するための方法の一つとして、専門的な知識やスキルを有するアドバイザーが学習者に対して傾聴や助言を行う言語学習アドバイジングへの関心が高まっている。実際のアドバイジングの豊富な用例に基づき、言語学習アドバイジングを理論と実践の両面から解説する本書は、言語学習アドバイジングの入門書として最適。アドバイザーの養成や研究の方法についても詳細に説明されており、多くのニーズに応えたものとなっている。Kato, S. and J. Mynard, Reflective Dialogue: Advising in Language Learning（Routledge, 2016）の翻訳。
The aim of my chapter is to offer a reflective account of some themes and tools that have been instrumental in understanding myself and others better as I navigated the challenges of academic leadership. I draw upon the literature in leadership and psychology to help me unpack phenomena that I did not necessarily understand when I was actually experiencing them and present some tools that leaders in academia could use to create their own tools and stories.
https://www.candlinandmynard.com/female-teachers.html
In Pattison, T. (Ed.), IATEFL 2019 Liverpool conference selections (pp. 41-42).
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 theory and practice of advising
- The development of advising services
- Classroom-based advising approaches
- Advising for teacher education
- Peer advising
- Advising tools
- The discourse of advising in language learning
- Professional development for learning advisors
Papers by Jo Mynard
「アドバイジングで、“アドバイス”をしてしまっていませんか？」
(https://www.osaka-up.or.jp/books/ISBN978-4-87259-762-2.html)
自律的な学習は、学習者が主人公。最終到達目標は、学習者が自分自身と向き合いセルフアドバイジングできるようになること。言語学習アドバイザーは、対話の積み重ねによって、学習者がひとりではばたいていけるよう、横で伴走しながら、さまざまなかたちでサポートします。本書には、前に進もうとする学習者とどのように向き合うかのヒントが沢山つまっています！
【学習者の意識変革と行動を促す対話とは？ 言語学習アドバイジングを知るために最適の一冊】
自律的な言語学習を支援するための方法の一つとして、専門的な知識やスキルを有するアドバイザーが学習者に対して傾聴や助言を行う言語学習アドバイジングへの関心が高まっている。実際のアドバイジングの豊富な用例に基づき、言語学習アドバイジングを理論と実践の両面から解説する本書は、言語学習アドバイジングの入門書として最適。アドバイザーの養成や研究の方法についても詳細に説明されており、多くのニーズに応えたものとなっている。Kato, S. and J. Mynard, Reflective Dialogue: Advising in Language Learning（Routledge, 2016）の翻訳。
「アドバイジングで、“アドバイス”をしてしまっていませんか？」
自律的な学習は、学習者が主人公。最終到達目標は、学習者が自分自身と向き合いセルフアドバイジングできるようになること。言語学習アドバイザーは、対話の積み重ねによって、学習者がひとりではばたいていけるよう、横で伴走しながら、さまざまなかたちでサポートします。本書には、前に進もうとする学習者とどのように向き合うかのヒントが沢山つまっています！
【学習者の意識変革と行動を促す対話とは？ 言語学習アドバイジングを知るために最適の一冊】
自律的な言語学習を支援するための方法の一つとして、専門的な知識やスキルを有するアドバイザーが学習者に対して傾聴や助言を行う言語学習アドバイジングへの関心が高まっている。実際のアドバイジングの豊富な用例に基づき、言語学習アドバイジングを理論と実践の両面から解説する本書は、言語学習アドバイジングの入門書として最適。アドバイザーの養成や研究の方法についても詳細に説明されており、多くのニーズに応えたものとなっている。Kato, S. and J. Mynard, Reflective Dialogue: Advising in Language Learning（Routledge, 2016）の翻訳。
The aim of my chapter is to offer a reflective account of some themes and tools that have been instrumental in understanding myself and others better as I navigated the challenges of academic leadership. I draw upon the literature in leadership and psychology to help me unpack phenomena that I did not necessarily understand when I was actually experiencing them and present some tools that leaders in academia could use to create their own tools and stories.
https://www.candlinandmynard.com/female-teachers.html
In Pattison, T. (Ed.), IATEFL 2019 Liverpool conference selections (pp. 41-42).
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 theory and practice of advising
- The development of advising services
- Classroom-based advising approaches
- Advising for teacher education
- Peer advising
- Advising tools
- The discourse of advising in language learning
- Professional development for learning advisors
Recording: https://youtu.be/ScBfONNHewg
Self-access has been a feature of language education for five decades, but the ways in which outside-class support has been offered has shifted significantly in recent years. In this presentation, I take the audience through a brief tour of the evolution of self-access, focussing mainly on contemporary interpretations which focus on opportunities for social and collaborative learning underpinned by sociocultural views. Drawing on recent ethnographic research at my institution (Burke et al., 2018), I explore the notion that identity plays a significant role in the ways in which learners navigate social learning spaces; it influences why students choose to frequent a social space or to avoid it. In addition, the spaces themselves influence the construction of the learners’ identities. Drawing on case study data within a Communities of Practice framework (Wenger, 1998), my colleagues and I were able to see how use and non-use of a space has an impact on identity construction over time. This avenue of enquiry enables me to share some suggestions for educators and learners for providing learning opportunities within social learning spaces that address the needs of different users.
Burke, M., Hooper, D., Kushida, K., Lyon, P., Mynard, J., Sampson, R., & Taw, P. (2018). Observing a social learning space: A summary of an ethnographic project in progress. Relay Journal, 1(1). Retrieved from https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan18/burke_et_al/
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.
1. Language classes.
2. Self-access centers.
3. Self-directed learning courses.
4. Social learning communities
References
Benson, P. (2016, August). Language learning beyond the classroom: Access all areas. Presentation given at the 4th International Conference on Self-Access held at the National Autonomous University of Mexico, Mexico City.
Benson, P., Chávez Sánchez, M., McLoughlin, D., Mynard, J., & Peña Clavel, M. (2016). New scenarios in autonomy for foreign language learning: Conference summary and reflections. Studies in Self-Access Learning Journal, 7(3), 287-296. Retrieved from https://sisaljournal.org/archives/sep16/benson_et_al/
Mynard, J. (2016, August). Taking stock and moving forward: Future recommendations for the field of self-access learning. Presentation given at the 4th International Conference on Self-Access held at the National Autonomous University of Mexico, Mexico City.
Reinders, H. (2016, September). The Internet of things. Presentation given at Kanda University of International Studies, Japan.
- Provide an overview of the modules and their evolution to their current form
- Discuss how the self-directed work such as this could effectively be evaluated
Participants will be invited to share experiences with promoting SDLL at their institutions and contribute to the discussion about how to approach the evaluation of the course or module and of student learning.
Further reading
Lammons, E. (2013). Principles: Establishing the foundation for a self-access curriculum. Studies in Self-Access Learning Journal, 4(4), 353-366. Retrieved from https://sisaljournal.org/archives/dec13/lammons/
Lammons, E. (2014). Ongoing development: Pathways and challenges. Studies in Self-Access Learning Journal, 5(2), 173-177. Retrieved from https://sisaljournal.org/archives/june14/lammons/
Lammons, E., Momata, Y., Mynard, J., Noguchi, J., & Watkins, S. (2016). Developing and piloting an app for managing self-directed language learning: an action research approach. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 342-347). Research-Publishing.net. doi:10.14705/rpnet.2015.000356
Noguchi, J. (2014). Evaluating self-directed learning skills in SALC modules.Studies in Self-Access Learning Journal, 5(2), 153-172. Retrieved from https://sisaljournal.org/archives/june14/noguchi/
Takahashi, K., Mynard, J., Noguchi, J., Sakai, A., Thornton, K., & Yamaguchi, A. (2013). Needs analysis: Investigating students’ self-directed learning needs using multiple data sources. Studies in Self-Access Learning Journal, 4(3), 208-218. Retrieved from https://sisaljournal.org/archives/sep13/takahashi_et_al/
Thornton, K. (2013). A framework for curriculum reform: Re-designing a curriculum for self-directed language learning. Studies in Self-Access Learning Journal, 4(2), 142-153. Retrieved from https://sisaljournal.org/archives/june13/thornton/
Watkins, S., Curry, N., & Mynard, J. (2014). Piloting and evaluating a redesigned self-directed learning curriculum. Studies in Self-Access Learning Journal, 5(1), 58-78. https://sisaljournal.org/archives/mar14/watkins_curry_mynard/
The field of self-access language learning has come a long way since SACs first started to appear in the 1970s. Supporting language learners via self-access centres now spans five decades, but what have we learned in that time? Many colleagues have actively responded to technological and pedagogical innovations and engaged in research enabling us to better understand our learners, their needs, and how to support them in self-access contexts. In my presentation I would first like to acknowledge the progress we have made so far in the field. This will lead to an expanded definition of self-access learning. I will then propose several recommendations - with practical examples - for the coming years in order for us to build on what we have learned, yet adapt to the changing needs of language learners.
The recommendations will include:
• drawing upon technological advances that impact language learning to leverage them for self-access use,
• increasing the social dimensions of self-access centres,
• further developing our skills and knowledge of advising in language learning,
• considering appropriate names for our facilities.
• focusing on learner-led approaches to running self-access centres,
• paying attention to affective factors related to self-directed learning, and
• evaluating and researching our practice.
References
Bax, S. (2003). CALL: Past, present, and future. System, 31(1), 13 28.
Benson, P. (2011). Teaching and researching autonomy. Harlow, UK: Pearson Education.
Benson, P., & Reinders, H. (Eds.) (2011). Beyond the language classroom. Basingstoke, UK: Palgrave Macmillan.
Reinders, H., & Benson, P. (forthcoming, 2017). Language learning beyond the classroom: A research agenda. Language Teaching.
References
Manning, C. (2013). Initiating support for self-access learning. Paper presented at the Directions in Self-Access learning Symposium held at Kanda University of International Studies, Japan, October 19th 2013. Retrieved from: http://salcsymposium2013.com/presenters/craig-manning/
Mynard, J. (2011). Editorial: Special issue on learner involvement in self-access. Studies in Self-Access Learning Journal, 2(2), 48-50. http://sisaljournal.org/archives/jun11/editorial/
The presenters will begin by giving a brief and basic overview of self-determination theory to set the scene.
The first presenter will share details of one quantitative and two qualitative research methods that can be used to understand language learner motivation in classroom settings. (Tomoko Hashimoto)
The second presenter will share details of a research project which investigated how language learners experienced their involvement in one-to-one advising dialogue with learning advisors and look at ways this involvement effectively supported the three basic psychological needs of autonomy, competence and relatedness (Scott Shelton-Strong)
The third presentation focuses on the application of self-determination theory to outside-class learning, for example, in self-access centers. How can we design our learning spaces to support students' basic psychological needs? (Jo Mynard)
The fourth presentation will share examples of classroom activities designed to fulfil students’ three basic psychological needs and promote their motivation to learn English. (Toshie Agawa)
The final presentation will focus on the importance of fostering relatedness between students in online/remote classrooms as a way to facilitate their willingness to communicate (WTC) (Phillip Bennett and Amelia Yarwood)
In this talk, I will examine what we can do to help learners to intentionally reflect on their language learning. This could be by using tools and activities designed to help learners to document, plan, notice, self-assess, compare or take action. However, in order for the reflective process to be more powerful, dialogue with other people is necessary (Brockbank & McGill, 2006; Kato, 2012; Kato & Mynard, 2016, 2022). The aim of this practice is to help our learners to develop a deeper sense of awareness and control over their language learning. I will also look at how we can research this process and contribute to the growing and much-needed body of knowledge.
We are experiencing rapid development of technological innovation as part of the so called ‘fourth industrial revolution (Industry 4.0)’. This is having an inevitable impact on the ways in which we teach and support language learners. For example, (1) more sophisticated translation tools are available meaning that people may not consider learning new languages a necessity; (2) resources for language learners are freely available which might mean that they no longer understand the relevance of enrolling in traditional language classes; (3) opportunities for interacting in the target language exist in newly accessible ways whereas in the past, these opportunities may have only existed in language classes. These could be viewed as threats to the language teaching profession, but they could also be viewed as catalysts for change. In this talk, I will argue that the most important thing we do as language educators is promote learner autonomy. Learner autonomy is the ability to learn and re-learn throughout one’s life by understanding the learning process, taking charge of one’s learning, drawing on appropriate resources and strategies, and evaluating one’s own learning development. Autonomous learners have a sense of awareness and control over the learning processes and can manage cognitive, metacognitive, social, and affective factors relevant to them. These are essential skills for navigating the new opportunities and in developing a personalised learning ecology for the coming years. In my presentation, I will share some practical ways in which educators might approach this challenge. These include the provision of advising, curriculum developments, and supportive environments outside the classroom. I will draw on research findings that illustrate how this approach impacts learners’ development of metacognition, and provides enriching ways to engage in a lifelong learning journey.