Elizabeth Lavolette
Kyoto Sangyo University
The purpose of this session is to promote discussion and build connections among scholars involved in language learning spaces.
Self-access language centers (SALCs) and US-style language centers (US LCs) have common origins and a common current focus on social interaction, so each has the potential to benefit from the other’s expertise (Lavolette, 2019). However, cross-citation between their literatures is almost entirely lacking, and mutual misperceptions of SALCs and US LCs may be the cause. That is, SALCs have been (inaccurately) imagined as library-like places of solitary study (e.g., Gardner & Miller, 1999), while LCs have been (mistakenly) seen as technology-focused language laboratories (e.g., Hagen, 2017). One step in an effort to promote cross-pollination between the literatures is to change perceptions by clearly defining the objects of study, in particular, what language learning spaces around the world have in common and how they differ.
To focus discussion, I will present a preliminary typology of language learning spaces, primarily based on language centers in the US and Japan, and provide examples of each. As an example of a language learning space in Japan, I will describe the Global Commons at Kyoto Sangyo University, based on a case study that included interviews with full-time staff and student staff. I hope to receive feedback from participants on where language learning spaces in Europe and beyond may fit into the typology and expand it.
当セッションの目的は言語学習センター（LLS)に関わる各国の研究者を繋げ、議論を促進することである。
日本のセルフ・アクセス・センター(SALC)と米国式言語学習センター(LC)は、その成り立ちや現在の主目的が社会交流であることなど共通点が多くあり、互いの専門知識から学び合える可能性がある（Lavolette, 2019)。だが、双方に誤った認識があるせいか、これまで互いの文献や資料はほとんど引用されていない。SALC・LCそれぞれが持つ専門知識の交換・共有を目指し、各国の言語センターの共通点・非共通点を明確にし、認識を変えていく必要がある。
当セッションでは、まず論点を明確にするため、日米のLLSに基づいた仮の類型を示す。例として、京都産業大学のLLSについてのケーススタディを簡潔に取り上げる。その後、ヨーロッパ等のLLSが類型上のどこに位置するかについて、参加者との活発な意見交換に期待したい
References:
Gardner, D., & Miller, L. (1999). Establishing self-access: From theory to practice. Cambridge, England: Cambridge University Press.
Hagen, L. K. (2017). Kaputnik: Lessons from the life and death of the language lab. In F. A. Kronenberg (Ed.), From language lab to language center and beyond: The past, present, and future of the language center (pp. 13–27). Auburn University, AL: International Association for Language Learning and Technology.
Lavolette, E. (2019). A very brief introduction to US language centers. In L. Xethakis & C. Taylor (Eds.), JASAL 2018 x SUTLF 5: Selected papers from the Sojo University Teaching and Learning Forum 2018: Making connections (pp. 4–25).
Elizabeth (Betsy) Lavolette, PhD, is Associate Professor of English at Kyoto Sangyo University in Kyoto, Japan. Her research focuses on language learning spaces, especially in the US and Japan. She is a co-editor of the Language Center Handbook (2018). She is also interested in the use of technology in teaching and learning.