Emily MARZIN
Kanda University of International Studies
About
Emily Marzin worked for 10 years as a professor teaching pre-service teachers, as well as a French and Spanish teacher and a co-coordinator of a Self-Access Language Center at the University of Guanajuato, in Mexico. She completed her Master's degree in Didactics of languages and cultures at Universite Jean Monnet and her EdD at Open University. She is now a learning advisor at Kanda University of Interculticultural Studies. Her interests are learner autonomy and intercultural communication. https://www.researchgate.net/profile/Emily-MarzinSessions
Synchronous (Onsite) Let’s talk! Perspectives of a tandem language and cultural program more
Sun, Apr 30, 15:30-15:55 Asia/Seoul
Tandem language exchange consists of a partnership between two learners studying each other’s language. Among the mutual advantages it provides is the opportunity to improve their linguistic and communicative competence and cultural knowledge. Based on reciprocity and autonomy, a self-access center (SAC) may be seen as one of the most suitable places to run this face-to-face exchange program. This ethnographical study collected perspectives from different actors involved in an established tandem program - organisational team and learners - in a SAC, at a Japanese university, through interviews. Findings allowed to gain insights into the program and further understanding of the practices, including benefits and suggestions for improvement. While parallels could be made, findings also showed several differences between the institutions’ initial intentions and the reality of practice. This research may provide other educational settings with ideas to encourage collaboration in outside-of-class exchanges to expand learners' linguistics, communicative, and cultural knowledge.
Synchronous (Onsite) Collaborative ‘kaizen’ practice for better space/material design in a Japanese SAC more
Sat, Apr 29, 12:30-14:30 Asia/Seoul
Self-Access Centers (SACs) are environments designed to promote learners’ autonomy, and they have been playing an important role in language education worldwide. Supporting SAC users’ needs requires continuous effort and collaboration among stakeholders. Our SAC, situated in Japan, implements a continuous improvement (‘kaizen’) practice between learning advisors, administrative staff, and student staff in managing spaces and materials. In this poster presentation, we illustrate the process by sharing a recent, on-going project where the above-mentioned stakeholders take part in discussing ideas and implementing action plans. These ideas are related to some of the currently prominent themes in language education, such as technology use/online materials, inclusiveness, and multilingualism. Practical insights we share would provide educators developing and working in learning spaces beyond the classroom with possible ways to collaborate with their partners, as well as some of the themes that might be significant to meet the diverse needs of their learners.
