Special Issues

Updated March 2017

In addition to the regular Spring and Autumn issues of Learning Learning, groups of editors and writers form occasional communities of writing around presentations from different Learner Development SIG conferences and forums. These special issues of Learning Learning provide supportive environments for writers, both new and experienced, to develop short articles and papers through to publication, as well as opportunities for SIG members to learn together about co-editing and responding to writers in a collaborative and constructive fashion.

Coming soon: Spring/Summer 2017 Special Issue, Volume 24, No. 2, 2017, featuring short reflective articles of about 2,500 words from the JALT2016 LD Forum and the 2016 “Creating Community: Learning Together 3” informal afternoon conference, and including two 500-word reader responses to each article

Fall 2016 Special Issue, Volume 23, No. 2, 2016, featuring work from the 2015 LD Forum on “Learners as Teachers: What Teachers Learn From Their Learners” and the 2015 “Creating Community: Learning Together 2” informal afternoon conference          

Editors:  Lee Arnold, Andy Barfield, Charlotte Murakami, and Alison Stewart   At the end of 2015, the Learner Development SIG (LD SIG) organized two events—a Forum at the JALT 2015 International Conference in Shizuoka on the theme of Learners as Teachers: What Teachers Learn From Their Learners and an informal afternoon conference, Creating Community: Learning Together 2 (CCLT2), at Otsuma Women’s University in Tokyo. The writing in this third Special Issue of Learning Learning features eight short papers from presentations at those two events. The editors hope that reading the work in this special issue of Learning Learning will prompt readers to respond with insights from their own experiences or to embark on research of their own to continue to create new understandings of learner development.

Fall 2015 Special Issue, Volume 22, No. 2, 2015, Proceedings of the JALT Learner Development 20th Anniversary “Exploring Learning Development: Practices, Pedagogies, Puzzles and Research” Conference          

Editors: Tim Ashwell and Glenn Magee   The JALT Learner Development SIG’s 20th anniversary conference (“LD20”), Exploring Learner Development: Practices, Pedagogies, Puzzles and Research, was held at Gakushuin University, Tokyo on November 23-24 2013 to explore issues in learner development and to celebrate the achievements of the SIG over the previous 20 years. Guest speakers included two founding members of the group, Naoko Aoki and Richard Smith, as well as Kensaku Yoshida, Professor and Director, Center of Language Education and Research, Sophia University, and Phil Benson, Professor in Linguistics and Director of the Centre for Popular Culture in the Humanities, Hong Kong Institute of Education. In addition to the plenary sessions, more than 50 concurrent sessions ran over the two days in presentation, colloquium, forum, discussion, workshop and poster formats. The papers in this second Special Issue of Learning Learning are written by presenters at six of these sessions and reflect the diversity of themes explored at the conference and the range of interests among the LD SIG community.

Summer 2012 Special Issue, Volume 19, No. 2, 2012, Proceedings of the JALT Learner Development SIG Realizing Autonomy Conference          

Editors: Alison Stewart & Kay Irie  The “Realizing Autonomy” Conference, which was held on October 29th, 2011 at Nanzan University, Nagoya, marked the publication by Palgrave Macmillan of the Learner Development Special Interest Group’s book, Realizing Autonomy: Practice and Reflection in Language Education Contexts (2012). The conference provided not only an occasion for teachers to share current and past practices and insights, but also to look to the future and consider new aspects of and directions for enhancing learning. Each of the articles that appears in this first Special Issue of Learning Learning represents the wide range of interests and types of presentation at the conference and offers insights and departures for practice and research of autonomy and development in language education that are quite different and new. The issue also includes a profile of Richard Pemberton’s life and work, and this stands as the final entry in these Proceedings.