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RILAE LAb forum

June 28th, 2019

Satoko Kato

Research Institute for Learner Autonomy Education

Kanda University of International Studies

Reflective Dialogue

in Teacher/Advisor Education

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Definition of advising in �language learning

“Advising in language learning involves the process and practice of helping students to direct their own path so as to become more effective and more autonomous language learners”.

(Mynard & Carson, 2012)

Carson, L., & Mynard, J. (2012). Introduction In J. Mynard & L Carson (Eds), Advising in language learning: Dialogue, tools and context. Harlow, UK: Pearson.

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Transformational Advising

“...an advisor supports a learner in going beyond improving language proficiency. The learner’s existing beliefs are challenged in order to raise awareness of learning, translate the learner’s awareness into action, and finally, make a fundamental change in the nature of learning.”� (Kato & Mynard, 2016, p. 9)

Kato, S., & Mynard, J. (2016). Reflective dialogue: Advising in language learning. New York, NY: Routledge.

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RILAE Advisor Education Program

Getting Started (Course 1)

3-day online live lectures and recorded lectures

Underpinning theories
12 basic advising strategies
6 tips to promote dialogue

Online discussion forum
One-to-one advising sessions
Post-class assignment
Final reflection paper
Total of 30 hours

RILAE Education programs

Online course in January 2020

https://www.kandagaigo.ac.jp/kuis/grad/language/tesol/

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Introducing reflective dialogue in teacher/advisor education

Mentoring in teacher education

Helps teachers gain confidence, develop self-reflection, and promotes mutual learning.

(Brown, 2001; Delaney, 2012; Kissau & King, 2014; Hobson, Ashby, Malderez, & Tomlinson, 2009)

Mentoring in advisor education

Valuable professional development approach as mentoring and advising are both based on one-to-one dialogue.

(Kato, 2012, 2017; Kato & Mynard, 2016)

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Traditional mentoring�

Experienced

Successful

Mentor

Inexperienced

Junior

Mentee

Purpose: transmitting knowledge & skills

Process: directive, hierarchical�Learning outcome: improvement in performance

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Modern mentoring

Purpose: generated by and for the mentee

Process: person-centered

Learning outcome: transformation, development of the mentee

Learning

relationship

Collaboration,

Co-creation

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‘Relational Mentoring’ for mutual learning�

High quality relationship

Based on strong and genuine connections between mentor and mentee
Influences the quality of life within and outside the workplace.

Outcomes of relational mentoring

Mutual learning, growth, and development.
Increased relational competence, inspiration, self-confidence, empowered action.

(Fletcher & Ragins, 2007; Ragins, 2009).

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The study

5 experienced Learning Advisors.
Received basic/initial training at the beginning of their career.
Each advisor had 7 sessions in total with a mentor (researcher).
1 session: 1.5 hours (in mentee’s native language).
Both kept a written journal after each session and shared the journals in the joint reflection session.

Mentor (researcher):

10 years of experience as an LA and works as an LA educator

Mentees:

2- 6 years of experience as an LA

Theme: How can you grow more as an advisor?

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1^st	2^nd	3^rd	4^th (Collaborative reflection 1)	5^th	6^th (Reverse mentoring)	7^th (collatovative reflection 2)
Life story interview	Mentee sets the agenda for the session.	Mentee sets the agenda for the session.	Read each other’s journals and have a joint session to reflect on the process so far.	Mentee sets the agenda for the session	Role switching session. Mentee conducts a mentoring session as a mentor.	Final reflection by reading each other’s journals. Post-program questionnaire.

Collaborative reflection 1

Collaborative reflection 2

A Relational Mentoring Program for Language Learning Advisors: (Phd dissertation; Kato, 2019)

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

(Phd dissertation; Kato, 2019)

Relational mentoring promotes mutual growth

Life story interview: Sharing career & life values
Collaborative reflection: Promoting mutual understanding
Reverse-mentoring: Gaining new perspectives

Promotes advisors’ well-being

Kato, S. (2017). 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, 8(3), 274-290.

Kato, S. (2018).Promoting mutual learning in reverse-mentoring: Professional development for experienced educators. OnCue Journal. 11 (1), 68-80.

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Life story interview

Human beings as natural born story-tellers
‘Personal meaning’ is constructed while telling one’s life story

Creates a new shared meaning between a storyteller and a listener
A storyteller and a listener are collaborators composing and constructing a story.

(Atkinson, 2002; Bruner 1990; Yamada, 2000)

Trust relationships

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Picture of Life (PL) Activity

Task:

Draw a picture of your life describing your past, present, and future.

Reflect on entire life

Establish rapport & trust

Mutual understanding

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‘Picture of life’ activity (Kato, 2017)

Kato, S. (2017). 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, 8(3), 274-290.

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	Category	Definition	Sub category		Frequency
1	Awareness	Awareness raising observed related to the PL activity.	1.1	Awareness triggered by drawing a PL	14
			1.2	Clarity	13
			1.3	Future	10
			1.4	Unexpected	10
			1.5	New aspect of storyteller	9
			1.6	Thinking on the spot	8
			1.7	Connecting past and present	8
			1.8	Connecting insights	6
2	Emotions	Affective or emotional state expressed or observed.	2.1	Hesitation	16
			2.2	Tears	11
			2.3	Enjoyment, satisfaction	9
			2.4	Confidence	6
			2.5	Regrets	4
			2.6	Fear	1
3	Relationship building	Serving as reasons for building relationship between the mentor and mentee.	3.1	Approval, acceptance	15
			3.2	Mentor's story	11
			3.3	Point to return to	6
			3.4	Co-creation, mutual learning	7
			3.5	Value sharing	6
			3.6	Trust	5
4	Practical aspects	Transferring knowledge and skills by referring to approaches and procedures related to the PL activity.	4.1	Applying PL activity	13
			4.2	Advising strategies	11
			4.3	Proposed changes	6

Initial coding: 32 codes -> 23 codes

例：絵を描くことの意義

Ee1-Wj1-E

the process of drawing actually helped me to reflect on my life deeply. It made me think, “What is my story?”

•

Ee2-Wj1-E

that [using the PL] was a very interesting exercise for me and I felt it was so much richer than giving just a verbal account.

Ee5-Wq2-J

文章を書くのではなく、視覚的なもので描くほうがより思いや考えがめぐる気がした。描きながら、過去、今、未来という時間軸が自分には浮かびやすくなった。

Ee1-S4-E

There is something about the process holding pencil. Dwarfing pictures, I was thinking as I drew.

•

It wasn't clear if that was a pattern of my life until I drew it and talked about it.

感情面

I felt a little vulnerable, as I was sharing not only a story but something I had made, but her [the mentor`s] enthusiasm and appreciation sort of melted any anxiety I had about sharing it.

Relationship

My mentor honestly revealed her life story. That made me feel that I could also tell my honest feelings and emotions. She sounded no longer researcher but a person who share similar experiences crossing borders.

I truly felt I was not judged. I felt accepted. I am me and this is my story. It's been respected by the mentor.

Practical aspects

She [the mentor] uses questioning, paraphrasing, and she also clarified some of the points that I made. I talked a lot and she listened to me and I could tell she was listening because she was physically attuned to what I was saying through eye contact, nodding and the umhms and through the questions she asked.

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The effects of PL activity

Provided freedom of choice

Drawing a PL does not require logical thinking compared with a written form.
‘Picture itself is not a life story yet.’ �

PLs served as `point-to-return to`

When PLs were shown to the mentees in the following sessions, the mentees’ minds instantly returned to the first session.�

Established strong trusting relationships

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Other findings: Life story interview, collaborative reflection, and reverse-mentoring

Kato, S. (2017). 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, 8(3), 274-290. https://sisaljournal.org/archives/sep2017/kato/

Kato, S. (2018).Promoting mutual learning in reverse-mentoring: Professional development for experienced educators. OnCue Journal. 11 (1), 68-80. http://jaltcue.org/files/OnCUE/OCJ11.1/OCJ11.1_pp68-80_Kato.pdf

Kato, S. (2019). A Relational Mentoring Program for Language Learning Advisors: The Effects of Life Story interviews, Collaborative Reflection, and Reverse-Mentoring (Phd dissertation; Kato, 2019)

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Implication of the study

All the mentees have mentioned that their positive emotions were increased throughout the program.

Ee5-Wq3-J:

I felt fulfilled as I could talk with a senior advisor not only about advising but also about my life.

Ee1-Wq3-E:

It was enriching because I could finally see how my life experiences have led me to the position that I am at now. It also helped me reaffirm my capability and enforced my belief.

Ee4-Wq3-E: I feel much more encouraged and confident than before enrolling in this program. My mentor’s acknowledgment made me acknowledge myself.

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Teacher and advisor well-being

Well-being is considered more than just happiness; well-being means developing as a person, being fulfilled, and contributing to the community (Shah & Marks, 2004).
Well-being is a multidimensional construct that includes self-acceptance, positive relationships, autonomy, environmental mastery, purpose in life, and personal growth (Ryff, 1989; Seligman, 2011).

Seligman M. E. P. (2011). Flourish. New York, NY: Free Press.

Shah, H., & Marks, N. (2004). A well-being manifesto for a flourishing society. New Economic Foundation, London.

Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069-1081

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The PERMA model (Seligman, 2011)

Positive emotions (P), Engagement (E), Relationships (R), Meaning (M), and Accomplishment (A).


Meaning	37
Relationship	24
Positive emotion	23
Engagement	10
Accomplishment	3

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Satoko