ジェレムス ミシェル

In order to develop language learner autonomy, educators need to take a different approach from the ‘one size fits all’ language classroom (Kato & Mynard, 2016). One key ingredient in fostering autonomy, particularly in the Self-Access Learning Center (SALC) setting, is providing students with opportunities for reflective dialogue (Gardner & Miller, 1999), and the practice of advising in language learning (ALL). In this paper, I reflect on my first advising session with a learner. The session focused on three advising strategies (restating, empathy and complimenting). These strategies were chosen in order to reflect on my ability to use them effectively in an advising setting. Reflection was done through the examination of transcribed excerpts of dialogue, and listening back to the recorded session. It is my hope to add to the field of literature on first-time advising sessions and reflective practice.

<jats:p>Kanda Jogakuen is a private junior and senior high school for girls that has attracted a diverse student body with a wide range of academic abilities. The structure of the institution, program, and curriculum has had different influences on motivation. The various challenges in enhancing the students’ motivation and academic ability led to the establishment of the Kanda Self-Access Learning Center (K-SALC). The center was designed to be a tool to help students foster autonomy and meet a variety of students’ needs and goals. In this paper we describe ongoing efforts by teachers at Kanda Jogakuen to better support a diverse group of students in a small school context, particularly focusing on the operation of the K-SALC. The paper gives an account of the establishment of the center and ongoing efforts to evaluate its effectiveness and improve it. 神田女学園は中高一貫の私立女子校で、幅広い学力を持った生徒に対応してきた。学校の体制、プログラム、およびカリキュラムは、生徒の学習意欲にさまざまな影響を与えている。生徒の学習意欲と学力を育成する上での様々な課題が、神田女学園のセルフ・アクセス・ラーニング・センター（K-SALC）の設立につながった。このセンターは、生徒の自律性を育て、多様な生徒のニーズや目標を達成するためのツールとなるように設計された。本稿では、特にK-SALCの運営に焦点を当てながら、神田女学園の教師が小規模な学校環境の中でどのようにしたら多様な生徒集団をもっとよく支援できるかを調査し、センターの設立と、その有効性を評価し改善するために継続的に行っている取り組みについて説明する。</jats:p>