Candlin & Mynard ePublishing is an innovative company founded by Chris Candlin and Jo Mynard. Our epublishing company aims to close the gap between research, practice, and publication.
We are dedicated to encouraging and supporting writers, researchers and practitioners. We help both experienced and less experienced authors to outline their ideas and present their work in an engaging yet professional manner. We are committed to exploring issues in the fields of applied linguistics, language teaching and learning, and communication, and facilitating links between research, practice and dissemination. We are also concerned with enabling others. This is achieved through the publication of our timely, accessible ebooks which we hope will inspire colleagues to enhance their practice, research and scholarship. Ebooks allow faster publishing than traditional print books, enabling us to deliver cutting edge contributions to the field quickly. We strive to make each author feel special, recognized, and supported. In addition, our readers will be able to access texts easily and feel they are receiving value for money.
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This book provides a guide for autonomy-supportive leadership training that can be applied to any field where learners become empowered leaders. The principles and activities featured in this book aim to foster and sustain student-led learning communities that prioritize learners’ well-being, ensure everyone's voice is heard, and build a positive emotional climate conducive to learning.
The purpose of this volume is to initiate important conversations on race, language, and multiculturalism and how they currently inform pedagogical practice in English Language Teaching (ELT) in Japan. The editor and contributors explore the issues with the hope that the experiences and pedagogical actions documented in this volume will motivate others to take similar action.
This book attempts to shed light on the impact of language teachers’ leadership identity on their pedagogical and class management choices. It proposes a new pedagogical framework, Leaderful Classroom Practices which emerge through social, relational, and dynamic interactions between the teacher and students.
It could be said that EFL educational efforts in Japan have fallen short in their effectiveness, and there may be several problematic gaps hindering such effects. The author explores the keys to possible improvements through her experience in this field in this book. She presents a life-sized portrait of this research project utilizing autoethnography as a research method.
This book explores sociocultural elements and conditions that enable individuals to see themselves as autonomous learners in formal educational settings. It is set in a university context in Trinidad and Tobago. Using an in-depth Interpretative Phenomenological Analysis, the author brings to life the stories of students majoring in Spanish at university.
This volume is a collection of stories. These stories were co-constructed by the 55 featured leaders and by Kevin Knight in his role as the author/interviewer who created the two prompts to which the leaders responded. The profiles were created so that ESP (English for Specific Purposes) practitioners and researchers worldwide could share their professional experiences with each other.
The book reports on research into teaching conversation strategies as a means of developing communicative competence. It contains four chapters each describing a different study examining the teaching of conversation strategies in a different way. The author concludes by discussing the implications of these studies for teachers and researchers.
A multi-voiced narrative to help educators understand the worth and procedures of ideal classmates, action logging, social testing, juggling, songlets, storytelling, and class publications through developing educational well-being, meaningfulness and positive psychology.
This book offers inspiration, suggestions, and guidance to intercultural families choosing to school their children in the regular Japanese school system. Each chapter is written by a parent or parents who are themselves researchers and thus bring their skills to the task of writing about issues which have affected their families.
The narratives by the contributors to this book offer a kaleidoscope of experiences that transverse several loosely connected and overlapping themes. This book is, in a sense, a “girlfriend’s guide to teaching in a Japanese university” in that it provides much practical information from those who are already in the field.
This book provides novel insights into both the theory and practice of learner autonomy in the context of foreign language education, and does so in multiple languages and through multiple voices. The volume contains full chapters or extracts in 15 languages accompanied by a chapter or summary in English.
This volume explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy. The authors pay special attention to the ‘social turn’ and the volume concludes with a research agenda which draws on the social factors and agency.
This book includes 16 chapters written by current and former eikaiwa (English conversation school) teachers to illustrate a complexity within the eikaiwa profession that has been thus far largely ignored. Through teacher narratives, the authors explore the unique and often problematic world of eikaiwa as an evolving teaching context.
As the title suggests, it is the teacher who is in the spotlight of this volume on learner autonomy. The issues addressed herein include the specific and ever-changing role of teachers within the context of autonomous learning. Teachers should become “researchers of their own teaching” and, as this book attests, they indeed do.
The 2018 Independent Learning Association Conference was held at Konan Women’s University, Kobe, Japan, in September 2018 and brought together autonomy researchers from around the world under the theme Whose Autonomy? Voice and Agency in Language Learning. This collection of papers includes a variety of voices, from both classroom and non-classroom contexts, including from learners themselves.
The aim of this volume is to expand knowledge on research and action-research on language learner autonomy, conceivably inspiring further investigation into how students can be helped to be more actively involved in their own learning.
This volume is the result of the two-day conference on language learner autonomy, “The answer is autonomy: issues in language teaching and learning”, which was held in Graz, Austria in June 2012. The book explores themes such as the role of technology; language learner autonomy and its demands on the teacher; learner beliefs, evaluation and assessment, and the role of the institution.
Since its original release, this book has made a notable contribution to the growing field of advising in language learning (ALL). ALL is the process and practice of working with learners, normally one-to-one, in order to promote learner autonomy. ALL is a unique field that overlaps with language teaching and counselling. The book contains 11 chapters related to the theory and practice of ALL.
The project showcased in this book examines beliefs, values and meanings regarding language learning and linguistic identity. Initial teacher education students map language experiences to body silhouettes and to record, through narratives, how their attitudes and perceptions are affected by their own language and cultural background.
This volume contains a collection of 48 articles which were originally published between 2006 and 2010 in the Learner Autonomy SIGʼs newsletter Independence. The ten “worms” explored in this volume are: Assessment, Classroom research, Counselling / advising, Culture, Learner training, Motivation, Self-access, Teacher autonomy, Teacher education, and Technology.
This collection of papers is the result of a conference by the IATEFL Learner Autonomy Special Interest Group. The volume contains 16 chapters that bring together language learner autonomy and the complex and multifaceted concept of action research.This volume shows that learner autonomy is both a prerequisite and ultimate goal of (action) research.
This selection of papers was edited by Klaus Schwienhorst and is the result of a two-day conference by the IATEFL Learner autonomy SIG on “Learner autonomy in second language pedagogy and research - challenges and issues” which was held at the Fachsprachenzentrum, Leibniz Universität Hannover, Germany, from 27-28 September 2013.
This book has been written for people who are learning Japanese in classes and independently, and for teachers of Japanese. It offers practical ideas on how to learn Japanese and what to learn through the experiences of those who have become users of the language.
By Sharon Ahlquist and Réka Lugossy.
This book is about the power of story to engage and motivate, leading to effective language learning for learners aged 6-16. Theoretically grounded, the book combines a wealth of practical ideas related to teaching with stories and Storyline, and inspires teachers to undertake small scale explorations in their own classrooms.