[Neil Curry, Phoebe Lyon and Jo Mynard. Bristol: Multilingual Matters, 2023. pp. xii + 358. ¥8,034. ISBN: 978-1-80041-002-2.]
Reviewed by Richard Ingham, British Council (Japan)
In this collaborative effort, the authors of Promoting Reflection on Language Learning: Lessons from a University Setting have written an informative resource that provides considerable inspiration for educators hoping to implement reflective practice within their respective university contexts. Including theoretical perspectives and research studies, this collection offers a fascinating insight into the pivotal role of reflection in language learning at a Japanese university. From practical tools to innovative methodologies, it not only demystifies the reflective process, but also equips educators with tangible strategies to foster reflective awareness in their own learners.
Reflection in language learning encompasses the process of consciously examining and evaluating one’s learning experiences, strategies, and outcomes. It involves thoughtful consideration of what has been learnt, how it has been learnt, and how that learning can be applied or improved upon in the future (Curry et al., 2023). Prior research has confirmed that reflection can develop metacognitive awareness, which has been described as “the foundation of learning and success” (Fleming, 2014, p. 30). By encouraging learners to reflect on their progress, challenges, and goals, educators foster a more active and engaged approach to learning, leading to enhanced language experiences and outcomes (Richards & Lockhart, 1996). However, despite the crucial role of reflection in language learning, there has been a noticeable dearth of published research articles addressing this issue, making this an important contribution that fills a significant gap in the existing literature.
Promoting Reflection on Language Learning is divided into eight parts, with Part One setting the scene and outlining the institutional and educational context of the research. Part Two then provides a concisely written summary of the literature related to reflection in language learning. Parts Three to Seven outline several small-scale research projects that, taken together, help to clarify the process of improving learner reflection. The book concludes with Part Eight, which neatly summarises the previous ideas, whilst also considering the future directions that research on language learning reflection could take.
This publication provides some key insights into nurturing effective reflection among language learners. Firstly, it highlighted the invaluable role of prompts, particularly reflective questions, in helping learners through the reflective process. Secondly, the recognition that reflection can take myriad forms, be it written, spoken, or through innovative technological means, and that we should explore what fits best with our learners. Thirdly, the book clarified the key role that dialogue-driven reflection can have in helping students stay motivated and connected with their teachers and peers. Finally, the book underscores the significance of ensuring that participants clearly grasp the purpose behind reflective activities, emphasizing that reflection is an ongoing journey rather than a one-time event. I have found these elements particularly instrumental in informing my forthcoming implementation of reflective practices within my own instructional context.
Whilst Promoting Reflection on Language Learning provides invaluable insights for fostering reflection among language learners, it should be noted that the focus on one specific university setting with abundant resources, presents a limitation for educators in less well-resourced environments. The description of extensive support structures, such as learning assistants, well-staffed self-access learning centres, and credit-based courses solely dedicated to reflection may seem daunting for those working in contexts with limited resources. However, despite this challenge, the resource still holds significant value. Educators operating in less well-resourced environments can find a number of practical ideas and adapt them to suit their specific contexts. Thus, while the book may initially seem tailored to universities with significant learner support, its core principles remain adaptable and applicable across more diverse contexts.
In conclusion, Promoting Reflection on Language Learning offers a comprehensive exploration of reflective practices in language education, serving as a valuable resource for educators in Japan. Through its meticulous examination of theoretical perspectives, empirical research, and practical strategies, this resource provides a roadmap for fostering reflective awareness. By the careful description of a number of highly relevant research studies, educators can find the tools to engage learners in meaningful self-assessment and continuous improvement. While acknowledging the primary focus on a well-resourced university setting, the adaptable principles contained therein ensure relevance and applicability in a wide variety of educational establishments. Educators can glean actionable insights and adapt them to suit their specific contexts, thereby enriching the learning experiences of their students. In essence, Promoting Reflection on Language Learning empowers educators to cultivate reflective practices, ultimately nurturing a culture of lifelong learning and fostering tangible growth among language learners.
References
Curry, N., Lyon, P., & Mynard, J. (Eds.). (2023). Promoting reflection on language learning: Lessons from a university setting. Multilingual Matters.
Fleming, S. M. (2014). The power of reflection. Scientific American Mind, 25(5), pp. 30–37. https://doi.org/10.1038/scientificamericanmind0914-30
Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge University Press.
