Lucy Cooker

Lucy Cooker is a Teaching Fellow in the Centre for English Language Studies at the University of Birmingham, UK, and a doctoral candidate in the School of Education at the University of Nottingham, UK. Her doctoral research is investigating the formative assessment of language learner autonomy.

From 1999 to 2005 Lucy worked as a Senior Lecturer at Kanda University of International Studies, where she founded the award winning self-access learning centre (The SALC) and the language learning advisory programme. The SALC has continued to develop and thrive and in 2011 is celebrating 10 years of progressive pedagogy in language learning and the development of language learner autonomy. Lucy won an Educational Achievement Award from Kanda University in recognition of her efforts in 2003.

Lucy was co-convener of the Independent Learning Association conference held at KUIS in 2007 and the IATEFL Learner Autonomy SIG event, Autonomy in language learning: Beyond the bandwagon, held at the University of Nottingham in 2008. Lucy has written articles and book chapters on self-access language learning and language learner autonomy, and has co-edited a forthcoming volume with Professor Phil Benson entitled The applied linguistic individual: Sociocultural approaches to autonomy, agency and identity.

Opening plenary talk (with Jo Mynard)

Advising in language learning: Past and present

In 2001, the first book on language advising was published in the UK (Mozzon-McPherson & Vismans, 2001) making a significant contribution to this new profession. This was the same year in which the SALC at KUIS opened, and on the tenth anniversary of these two events, the presenters look back at the first advising programme at KUIS, and reflect on developments within the field in the intervening period. The role of advising in language learning is to facilitate learner autonomy and the presenters discuss why this remains such a crucial endeavor for language learners. The presenters then refer to some of the main areas of development in the field – the study of advising discourse, the tools which facilitate the advising process, the contextual factors, advisor identity and learner beliefs – and illustrate how these can be integrated into formal advising programmes in self-access centres, and in classroom teaching. Finally, the presenters consider how language advising and dialogic pedagogies might develop over the next ten years.

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