scholarly journals Effects of Drawing and Sharing a ‘Picture of Life’ in the First Session of a Mentoring Program for Experienced Learning Advisors

2017 ◽  
pp. 274-290
Author(s):  
Satoko Kato
Keyword(s):  
Language Learning ◽  
Life Stories ◽  
Personal Meaning ◽  
Visual Images ◽  
Narrative Approach ◽  
Mentoring Program ◽  
Personal Lives ◽  
Reflective Dialogue ◽  
Self Image ◽  
First Session

Since language learning relates to learners’ life events, Learning Advisors (advisors) who are professionals in promoting learner autonomy through conducting reflective dialogue with learners, often tap into learners’ life stories in advising sessions. The previous studies on the life narrative approach indicate that storytellers construct personal meaning and stronger self-image while telling their stories (Bruner, 1990; Erikson, 1968). Atkinson (1998) indicates that creating visual images ahead of time could help storytellers prepare to tell their life stories. This study investigates the effects of drawing a ‘picture of life’ (PL) and sharing it in the first session of a professional development (PD) program where one-to-one mentoring sessions were conducted between five experienced advisors and the author during a period of six months. Data were collected from written journals and post-mentoring questionnaires. A qualitative analysis was conducted to investigate the effects of conducting the PL activity in the first session. The results showed that the PL activity not only helped the storytellers bring new insights and meanings to their professional and personal lives, but also it served as a ‘point to return to’ which became a strong thread throughout the following sessions.

scholarly journals Children helping to co-construct a digital tool that is designed to increase children’s participation in child welfare investigations in Sweden

2021 ◽  
pp. 147332502199086
Author(s):  
Helena Blomberg ◽  
Gunnel Östlund ◽  
Philip Rautell Lindstedt ◽  
Baran Cürüklü
Keyword(s):  
Social Workers ◽  
Social Constructionism ◽  
Life Stories ◽  
Social Innovation ◽  
Narrative Approach ◽  
Visual Ethnography ◽  
Digital Tool ◽  
Interdisciplinary Research Project ◽  
Children’S Participation ◽  
Children's Participation

How do children (aged 6–12 years) understand and make use of a digital tool that is under development? This article builds on an ongoing interdisciplinary research project in which children, social workers (the inventers of this social innovation) and researchers together develop an interactive digital tool (application) to strengthen children’s participation during the planning and process of welfare assessments. Departing from social constructionism, and using a discursive narrative approach with visual ethnography, the aim of the article is to display how the children co-construct the application and contribute with “stories of life situations” by drawing themselves as characters and the places they frequent. The findings show that the children improved the application by suggesting more affordances so that they could better create themselves/others, by discovering bugs, and by showing how it could appeal to children of various ages. The application helped the children to start communicating and bonding when creating themselves in detail, drawing places/characters and describing events associated with them, and sharing small life stories. The application can help children and social workers to connect and facilitate children’s participation by allowing them to focus on their own perspectives when drawing and sharing stories.

scholarly journals Blogging Identity: How L2 Learners Express Themselves

2015 ◽  
Vol 5 (1) ◽  
pp. 53-70
Author(s):  
Kiyomi FUJII
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Choice ◽  
Target Language ◽  
Self Presentation ◽  
Advanced Level ◽  
Self Image ◽  
L1 And L2 ◽  
Identity Expression

This study discusses language learning and identity, particularly pertaining to intermediate-advanced-level Japanese-language learners, focusing on their target language and identity expression through their interactions with peers and Japanese college students. When learners of Japanese express their identities while interacting with others in their target language, they feel a gap between the self-image they want to present, and the image they are capable of presenting in Japanese (Siegal, 1994, 1995, 1996). Along with adjusting their L1 and L2 usage depending on their interlocutor (Kurata 2007), learners also use different sentence-ending styles depending on the role they want to assume (Cook 2008). By conducting a case study, the present inquiry attempts to address how learners of Japanese express their identities through blog conversations, focusing on their language choice and expressions. Results suggest that participants use the formal endings for self-presentation and projection of their student and classmate identity. However, when expressing emotion some students preferred informal endings, or sentence-final particles.

Learning Languages Abroad

2018 ◽  
pp. 23-43
Author(s):  
Alex Pinar
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Research Methods ◽  
Learning Process ◽  
Life Stories ◽  
Native Speakers ◽  
Communicative Competence ◽  
Narrative Research ◽  
Japanese Student ◽  
Oral Expression

This chapter presents research on language learning abroad and its influence on the development of oral expression. By using biographical-narrative research methods, specifically linguistic life stories, this work examines the experiences and beliefs of a Japanese student of Spanish who has studied this language in Spain on several occasions. This study attempts to determine how study abroad has influenced his language training and the development of his communicative competence, in particular oral expression. At the same time, it describes how the length of each stay abroad has helped or hindered the language learning process, the interaction with native speakers, and the practice of speaking skills.

Ontological Insecurity: A Guiding Framework for Borderline Personality Disorder

2010 ◽  
Vol 41 (1) ◽  
pp. 85-105 ◽  
Author(s):  
John Wilson ◽  
Matthew McDonald ◽  
Tina Pietsch
Keyword(s):  
United Kingdom ◽  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Psychiatric Hospital ◽  
Life Stories ◽  
Borderline Personality ◽  
Diagnosis And Treatment ◽  
Narrative Approach

AbstractThe purpose of this inquiry is to explore the experience of Borderline Personality Disorder with the aim of developing a more liberating approach to its diagnosis and treatment. Eight participants (seven females and one male) diagnosed with Borderline Personality Disorder were recruited from a psychiatric hospital operated by the Surrey and Borders NHS Trust and an outpatient daycentre based in London, United Kingdom. A narrative approach to methodology was employed to collect and analyse the participants’ life-stories. Themes to emerge from the participant’s narratives were found to coincide with R.D. Laing’s concept of ontological insecurity. Ontological insecurity describes a number of aspects of the participant’s distress. To conclude, some general implications of this research for psychotherapy are briefly explored.

scholarly journals Peer Mentoring and Development of Student Agency

2020 ◽  
Vol 2019 (1) ◽  
pp. 409
Author(s):  
Hidenori Kuwabara ◽  
Kevin M. McManus ◽  
Mayumi Watanabe
Keyword(s):  
Language Learning ◽  
Peer Mentoring ◽  
English Language ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Student Agency ◽  
Japanese Education ◽  
Report Data ◽  
Learner Agency ◽  
The Many

Peer-mentoring programs have become increasingly popular in recent years due to the many benefits they offer participating students. However, studies on peer mentoring in Japanese education often focus on the benefits afforded to mentees and not the mentors. The development of agency among student participants of a mentoring program in an English-language department at a Japanese university conducted between 2012 and 2018 is investigated in this study. The authors examined how the experience of mentoring a struggling underclassman encouraged learner agency for student mentors. The authors conducted qualitative analysis using the KJ Method of student interviews with four mentors and quantitative analysis of post-mentoring session report data of 316 reports using a co-occurrence network diagram using KH Coder. The results identify eight agency-related categories for mentors, indicating that the mentors’ agency also developed through the experience, particularly with regard to their study behavior and use of available language-learning resources. 学習者が学習者をサポートするピア・メンタリングは，学習者にとって有益であることが認められてきており，実践例も多くみられるようになってきた。本研究はピア・メンタリングの実践において，メンターの自主性の発達を明らかにしようとした。特に下級生を導くのに，メンターを務めた学生がそれまでの自分の経験をどのように活かして自主性を発揮したのかに焦点をあて，メンターへのインタビューと下級生とのセッションの記録を，KJ法とKH Coderの共起ネットワークを用いて分析した。結果として，自主性に強く関連する刺激が8項目あることが認められ，自身の言語学習の知識や経験をメンター活動に活かすことで，メンター自身の自主性に影響があることが分かった。

scholarly journals Book Review: Reflective Dialogue: Advising in Language Learning by Satoko Kato and Jo Mynard

2017 ◽  
pp. 79-83
Author(s):  
Keiko Takahashi
Keyword(s):  
Language Learning ◽  
Learner Autonomy ◽  
Reflective Dialogue ◽  
One To One ◽  
Learning Language ◽  
And Training

Reflective Dialogue: Advising in Language Learning is a comprehensive guide on understanding the field of advising in language learning. Language educators who are interested in exploring how to facilitate learner autonomy can learn the A to Z of advising in language learning from this book. The book provides practical resources for improving advising skills, recruiting and training learning advisors, as well as researching advising. Therefore, this book will be useful for new and experienced learning advisors who work with learners on a one-to-one basis and/or in classroom settings, as well as those who are involved in managing self-access centers.

scholarly journals A Group of Eleventh Graders’ Life Stories: Reconstructing Social Identity

2017 ◽  
Vol 9 (2) ◽  
Author(s):  
Josefina Peñaloza Villamizar
Keyword(s):  
Social Identity ◽  
Language Learning ◽  
Life Stories ◽  
Native Language ◽  
Professional Literature ◽  
Interpretive Study ◽  
Private World ◽  
Eleventh Graders ◽  
The Way

This qualitative and interpretive study aimed to analyze how a group of eleventh graders reconstructed their social identity through life stories and writing related tasks in their native language. This notion is supported in professional literature: “Constructing and reconstructing identity through narratives is like giving sense to the life;” “It is like reorganizing the story lived,” (Park & Burgess, 1924, p. 4). “It is like trying to assume what has happened with the lives and turn them into stories,” (Hardy, 1968, p. 9). The Reconstruction of identity can be expressed through language learning in the way students use narratives; such narratives can provide a glimpse into students’ private world, (Pavlenko, 2007). The instruments from which data was collected were life stories and interviews. The four participants reconstructed their identity with descriptions of overcoming abuse and mistreatment, fighting to survive and to continue ahead, and creating a better life. 

scholarly journals Interaction of culture and grief amongst women who terminated a pregnancy in adolescence: A narrative approach

Curationis ◽  
2021 ◽  
Vol 44 (1) ◽  
Author(s):  
Botshelo R. Sebola
Keyword(s):  
Exploratory Study ◽  
Body Esteem ◽  
Vital Role ◽  
Narrative Approach ◽  
Pregnancy In Adolescence ◽  
Self Image ◽  
Post Traumatic Growth ◽  
Delayed Healing ◽  
Post Traumatic ◽  
Thematic Data

Background: Culture plays a vital role in resolving grief in African communities. However, women who terminate a pregnancy in adolescence are typically not exposed to cultural rituals that could ease their grief.Objectives: The purpose of this article is to explore the interaction of culture and grief amongst women who terminated a pregnancy in adolescence.Method: A qualitative exploratory study was undertaken using a narrative approach. Unstructured interviews were conducted to solicit narratives from 11 women who terminated a pregnancy in adolescence.Results: Data were analysed through narrative, thematic data analysis. Three themes emerged from the findings: delayed post-traumatic growth, low body esteem and an alteration in the development of maternal identity.Conclusion: The study intended to explore the interaction of culture and grief amongst women who terminated a pregnancy in adolescence. The researcher determined that women who had not honoured their culture because of the secrecy surrounding the termination of pregnancy had delayed healing and an altered self-image.

scholarly journals A visual semiotic analysis of multicultural values in an Indonesian English textbook

2019 ◽  
Vol 8 (3) ◽  
pp. 545
Author(s):  
Filza Isnaini ◽  
Budi Setyono ◽  
Sugeng Ariyanto
Keyword(s):  
Language Learning ◽  
Visual Images ◽  
Semiotic Analysis ◽  
Cultural Issues ◽  
Vocational High School ◽  
Equal Rights ◽  
High School English ◽  
Intercultural Communication Competence ◽  
English Textbooks

In the context of the role of culture in language learning, many textbook analysts have so far investigated the representations of cultures in EFL textbooks. Most of the previous findings on the study of culture indicate that EFL textbooks contain more about the cultures of inner circle countries compared to the expanding and outer circle countries. In Indonesia, this area of cultural issues in English textbooks appears to be underexplored. To narrow the gap, this study using the visual semiotic theory of Barthes (1977) examined the multicultural values represented in an Indonesian vocational high school English textbook through the visual images in the textbook. This study shows that there are four categories of multicultural values represented in the EFL textbook: respecting other people’s tradition, appreciating other people’s perspectives, appreciating other people’s cultural products, and appreciating women’s equal rights. These insights give students opportunities to enhance their intercultural communication competence (ICC) by appreciating cultural diversity and accepting racial and religious differences around them.

scholarly journals Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue

2012 ◽  
pp. 74-92 ◽  
Author(s):  
Satoko Kato
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Learning Process ◽  
Learning Processes ◽  
Reflective Learning ◽  
Reflective Dialogue ◽  
Potential Benefits ◽  
Reflective Approach

This paper describes a study which explored how intentional reflective dialogue with an interlocutor can deepen Learning Advisors’ (advisors’) reflective learning in terms of their own professional development (PD). As one of the key roles of advisors in self-directed language learning is to activate learners’ reflective learning processes, it is worthwhile for advisors to experience reflective learning process for themselves as a part of a PD program. Eight advisors, with experience ranging from one to three years, participated in this study. Each had two interviews with the interlocutor (the author). Although most of the advisors often self-reflect and have conversations regarding advising with colleagues, the reflective dialogue which was intentionally structured for training purposes resulted in advisors being engaged in a different type of self-reflective approach. The results of the study showed there are potential benefits for developing a continuing PD program for experienced advisors by introducing the reflective dialogue.

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