Italian via email: From an online project of learning and teaching towards the development of a multi‐cultural discourse community

This paper seeks to illustrate how the use of Internet resources (specifically email and the Web) can affect and enhance language learning and cultural understanding, modify the learning environment, reduce the barriers which time, space and societal differences may create, be a source of motivation, and redefine the role of teachers and learners. Although it is based on an on‐going project, it already provides practical evidence of some advantages email and Internet resources can bring to the language learner and to the teacher. A detailed evaluation of the language outcomes is under way, but incomplete at the time of writing. This paper is nevertheless more concerned with other variables of language learning and teaching which the author considers fundamental to reach a successful degree of language use

Mindfulness and advising in language learning: an alternative theoretical perspective

In recent years, a growing concern about increased levels of stress and anxiety has attracted interest in applications of mindfulness and mindfulness training as a constructive approach to addressing these issues. In Education, a number of studies have identified in mindfulness a potential strategy to both enhance students’ wellbeing and to improve academic performance. Against this background, the paper considers the potential integration of mindfulness in advising in language learning. It is intended that this exploratory theoretical paper will lay the foundations for further research projects developing and evaluating mindfulness in advising for language learning practice and subsequently propose additional CPD (continuing professional development) pathways for advisers

An analysis of the skills and functions of language learning advisers

This article analyses how the increased importance of self-access centres and independent learning has given rise to a new profession: the language learning adviser. It does this by identifying and examining the distinctive features of advising in relation to teaching and learning, and by comparing the advising model - used at the University of Hull and adopted by other Higher Education institutions (Project SMILE)1 with the person-centred counselling model. These models utilise dialogue to encourage reflection on learning and understanding of self in relation to language, and to promote self-organised learning (Harri-Augstein & Thomas, 1991). We conclude by highlighting the need for further research and development to ensure the professionalisation of this role

Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment

[EN] This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we designed a global VLE for researchers working on language learning autonomy, teachers with various degrees of practice and experience in self-directed learning, and language learners. The VLE is thus divided into three spaces for the different types of participant, each offering dedicated social networking possibilities and resources to enrich the others. Our study focuses on the space dedicated to teacher training, the main objective being to help them build knowledge and skills for a new educational role in the paradigm of language learning autonomy (LLA). This space contains specially created Web-TV resources and audio podcasts of self-directed learning advising sessions, is based on reflective analysis and relies on a professional social network, following the principles of the “community of practice” (Wenger, 1998). In line with the principles of self-directed learning, teachers acting as trainers in the VLE mainly enact supportive and facilitative functions as advisers do in face-to-face interactions. We explore how training for advisers is organized in this online environment characterized by a high degree of openness (Jézégou, 2010). We report on findings from the way teachers within their dedicated space, using quantitative and qualitative data collected from interviews, questionnaires and analysis of logs. We look at the tensions that emerge as teachers conceive their new role and engage in new training practices given the opportunities afforded by the environment. The data provide insights to how the VLE can support training practices based on reflection, participation and collaboration.Bailly, S.; Ciekanski, M.; Guély-Costa, E. (2013). Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment. The EuroCALL Review. 21(1):35-53. https://doi.org/10.4995/eurocall.2013.10161OJS3553211Bailly, S. (1995). "La formation de conseillers", Mélanges CRAPEL, 22: 63-83.Barbier, J.M. (2000). L'analyse de la singularité de l'action. Paris: PUF.Barbot, M.J. (Ed). (1998). "Ressources: excès et accès", Etudes de Linguistique Appliquée, 112.Benson, P. and Voller, P. (Eds) (1997). Autonomy and independence in language learning. London: Longman.Benson, P. (1998). "The semiotics of self-access language learning in the digital age", in Darleguy, V., Ding, A. and Svensson, M. (Eds). Educational Technology in Language Learning: Theoretical Considerations and Practical Applications. Lyon: Centre de Ressources en Langues.Billet, S. and Somerville, M. (2004). "Transformations at Work: Identity and Learning", Studies in Continuing Education, 26(2): 309-326.Blin, F. (2005). CALL and the development of learner autonomy - an activity theoretical study. Unpublished doctoral thesis, Institute of Educational Technology, The Open University, UK.Boulton, A. (2006). "Autonomy and the Internet in Distance Learning: reading between the e-lines", Mélanges CRAPEL, 28: 101-122.Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.Brockbank, A. and McGill, I. (2006). Facilitating reflective learning through mentoring and coaching. London: Kogan Page.Carette E., Guély E. and Pereiro M. (2011). "Création et accompagnement d'un centre de langues privé : un exemple de collaboration entre recherche en didactique des langues et entreprise", Mélanges CRAPEL, 32: 25-43.Cembalo, S. M. (1995). "Le catalogage, l'indexation et les fichiers dans les centres de ressources en langues", Mélanges CRAPEL, 22: 95-104.Ciekanski, M. (2005). L'accompagnement à l'autoformation en langue étrangère: contribution à l'analyse des pratiques professionnelles: Etude des dimensions langagières et formatives des pratiques dites «de conseil» dans des systèmes d'apprentissage autodirigé en langue étrangère. Unpublished PhD. Université Nancy 2, France. Available from http://tel.archivesouvertes.fr/docs/00/39/89/40/PDF/These_mciekanski.pdf. Last accessed 15/01/2013.Clark, H., and Brennan S.E. (1991). "Grounding in communication", in Resnick, L.B., Levine, J.M. and Teasley, S.D. (Eds). Perspectives on Socially Shared Cognition. Washington, USA. American Psychological Association, 127-149.Comas Quinn, A. (2011). "Learning to teach online or learning to become an online teacher: an exploration of teachers' experiences in blended learning course", ReCALL, 23(3): 218-232.Demaizière, F. and Foucher, A-L. (1998). "Individualisation et initiative de l'apprenant dans des environnements et des dispositifs d'apprentissage ouverts: une experience d'autoformation guidée", Etudes de Linguistique Appliquée, 110: 227-236.Eneau, J. and Develotte, C. (2012). "Working together online to enhance learner autonomy: Analysis of learners' perceptions of their online experience", ReCALL, 24(1): 3-19.Gardner, D.and Miller, L. (1999). Establishing Self-access. From Theory to Practice. Cambridge: Cambridge University Press.Goffman, E. (1981). Forms of Talk. Philadelphia: University of Pennsylvania Press.Gremmo, M.-J. (1995a). "Former les apprenants à apprendre: les leçons d'une expérience", Mélanges CRAPEL, 22: 9-32.Gremmo, M.-J. (1995b). "Conseiller n'est pas enseigner: le rôle du conseiller dans l'entretien de conseil", Mélanges CRAPEL, 22: 33-61.Henri F. and Lundgren-Cayrol, K. (2001). Apprentissage collaboratif à distance. Pour comprendre et concevoir les environnements d'apprentissage virtuels. Sainte-Foy: Presses Universitaires du Québec.Herring, S. (1999). "Interactional coherence in CMC", Journal of Computer-Mediated Communication, 4(4). Available from http://jcmc.indiana.edu/vol4/issue4/herring.html. Last accessed 15/01/2013.Holec, H. (1979) Autonomie et apprentissage des langues étrangères. (Education et culture). Strasbourg: Conseil de l'Europe.Holec, H. (1988). Autonomy and self-directed learning: present fields of application (Autonomie et apprentissage autodirigé: terrains d'application actuels). Strasbourg: Council for Cultural Co-operation.Ismaïl N. and Bailly S. (2011). "Evaluation des effets de l'accompagnement sur l'autoformation d'apprenants de FLE dans un dispositif de formation ouverte", Mélanges CRAPEL, 32: 133-161.Jézégou, A. (2002). "Formations ouvertes et autodirection: pour une articulation entre libertés de choix et engagement cognitif de l'apprenant", Education permanente, 152: 43-53.Jézégou, A. (2010). "Le dispositif GEODE pour évaluer l'ouverture d'un environnement éducatif", The Journal of Distance Education , 24(2). Available from http://www.jofde.ca/index.php/jde/article/view/625/1120. Last accessed 15/01/2013.Kato, S. (2012). "Professional development for learning advisors: Facilitating the intentional reflective dialogue", Studies in Self-Access Learning Journal, 3(1): 74-92.Lamy, M-N. and Hampel, R. (2007). Online communication in language learning and teaching. London: Palgrave Macmillan.Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.Leontiev, A.N. (1978). Activity, Consciousness, and Personality. Hillsdale: Prentice-Hall.Light P. and Light V. (1999) "Analyzing asynchronous learning interactions. Computermediated communication in a conventional undergraduate setting", in Littleton, K. and Light P. (Eds.). Learning with computers: analyzing productive interaction. London: Routledge, pp. 46-61.Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.Mangenot, F. and Célik, C. (2004). "Caractéristiques discursives de la communication pédagogique par forum", Les Carnets du CEDISCOR , 8: 75-88.McLoughlin, C. (2002). "Learner support in distance and networked learning environments. Ten dimensions for successful design", Distance Education, 23(2): 149-162.McLouglin, C. and Marshall, L. (2000). "Scaffolding: a model for learner support in an online teaching environment", in Herran, A. and Kulski, M.M. (Eds), Flexible Futures in tertiary Teaching. Proceedings of the 9th Annual Teaching and Learning Forum 2000. Perth, Curtin, University of Technology. Available from http://www.c3l.unioldenburg.de/cde/support/readings/loughlin2.htm. Last accessed 10/12/2012.Pemberton, R., Toogood, S. and Barfield, A. (2009). Maintaining control : autonomy and language learning (1-1). Hong Kong: Hong Kong University Press.Moore, M. (1993) "Theory of transactional distance", in D. Keegan (Ed.), Theoretical principles of distance education. Oxon: Routledge, pp. 22-38.Mozzon-McPherson, M. (2007). "Supporting Independent Learning Environments: An Analysis of Structures and Roles of Language Learning Advisers", System: An International Journal of Educational Technology and Applied Linguistics, 35(1): 66-92.Reinders, H. (2006). "Supporting self-directed learning through an electronic learning environment", in Lamb, T. and Reinders, H. (Eds.), Supporting independent language learning: issues and interventions. Frankfurt am Main: Lang, pp. 219-235.Sotillo, S.M. (2000). "Discourse functions and syntactic complexity in synchronous and asynchronous communication", Language Learning Technology, 4(1): 82-119. Available from http://llt.msu.edu/vol4num1/sotillo/default.html. Last accessed 04/12/2012.Toogood, S., Ho, S. and Pemberton, R. (2004). Catering for Tertiary Language Learners: Different Provisions for Self-Access Language Learning Support. The Teaching and Learning Symposium, Hong Kong University of Science and Technology: CELT.Toogood, S. (2006). VELA (Virtual English Language Adviser). Independence, (Newsletter of the IATEFL Learner Autonomy Special Interest Group) 38: 14-15.Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.Walther, J. (1996). Computer-mediated communication: impersonal, interpersonal and hyperpersonal interaction. Communication Research, 23: 3-43.Warschauer, M. (1996). "Computer-assisted language learning: an introduction", in Fotos, S. (Ed.). Multimedia Language Teaching. Tokyo: Logos International, pp. 3-20.Wenger, E. (1998). Communities of practice: learning, meaning, and identity. Learning in doing. Cambridge: Cambridge University Press

Considerations on using mindful listening in advising for language learning: a micro study

Aktives Zuhören (mindful listening) gilt als eine der wichtigsten Gesprächstechniken, von denen die Qualität einer Sprachlernberatung in entscheidendem Maße abhängen kann. VonSprachlernberatenden wird erwartet, dass sie den Aussagen der Ratsuchenden ihre ganze Aufmerksamkeit zuteil werden lassen und sie dabei unterstützen ihren Lernprozess zu kontrollieren, Lernbarrieren zu erkennen und abzubauen. In diesem Artikel wird eine Sprachlernberatungssituation an der Universität Hull vorgestellt, um die Anwendung und das Potenzial des aktiven Zuhörens zu illustrieren. Darüber hinaus werden Vorschläge für ein sytematisches Training dieser Gesprächstechnik unterbreitet sowie weitere Forschungsperspektiven eröffnet

Advising in Language Learning in a new speaker context: facilitating linguistic shifts

This article explores a specific example of advising for language learning utilized to support new speakers of Irish in the workplace. Advising in language learning (ALL) aims to provide a context that enables learners to achieve goals in a resourceful and fulfilling way and, ultimately, to equip them with the independent learning skills necessary to sustain, and transfer, their experiences in different settings. Key to this is the skilled work of language learning advisors.This study analyzes learning interventions between an advisor and a group of fifteen adults. It focuses on their language practices and experiences as observed during an immersion program in an Irish-speaking region. Data in the Participatory Action Research were collected at audio-recorded private and group language advising consultations and facilitated discussions on language anxiety; and in participant diaries and advisor observations. Change in learners’ attitudes; their reception by native speakers, reaction to language exchanges; transformative learning processes; and the advisor’s skillful interventions are examined. The study concludes with reflections and recommendations on the potential role of a local ALL framework to establish positive conditions for the growth of minority languages in revitalization contexts, and lays the foundations for further research on advising for new speakerness