Advising in language learning (ALL) or learning advising is a field that promotes the fostering of learner autonomy of students. Learner autonomy is defined in a number of ways, two definitions which are used commonly in the field are, “a capacity––for detachment, critical reflection, decision-making, and independent action” (Little, 1991, p. 4) and “a readiness to take charge of one's own learning in the service of one's needs and purposes...a capacity and willingness to act independently and in cooperation with others, as a social, responsible person” (Dam et al., 1990, p. 102). As learning advisors at Kanda University of International Studies, we aim to promote learner autonomy through one-to-one dialogue while paying close attention to individual differences with the intention of developing lifelong-learning skills (Kato & Mynard, 2016). Our advising takes place in a social learning space called the Self-Access Learning Center (the SALC) that is designed to help motivate learners and to further facilitate the development of learner autonomy. This is achieved through an environment that encourages and facilitates students’ development of basic psychological needs, which are competence, relatedness, and autonomy (Ryan & Deci, 2017). In this presentation, we will introduce some ways to understand and conceptualize learner autonomy, consider ways it might be applied in the classroom, its limitations, and resources to learn more about the field and practice.
Attendees will be encouraged to participate in discussions using the Zoom app, so if possible please use a device with audio and possibly video sharing capabilities.
