Candlin & Mynard ePublishing: Facilitating Links Between Research, Practice, and Publication.

Dr. ​Jo Mynard, Managing Director

Jo Mynard is an applied linguist who has worked in the field of language education for over thirty years. She is a specialist in the areas of language learner autonomy, advising, self-access, language learning beyond the classroom, and the psychology of language learning. She is a member of several associations, for example, she was a member of the IATEFL Learner Autonomy Special Interest Group from 2001 to 2019 and is now a member of its advisory board. She was an Executive Board Member for the International Association for the Psychology of Language Learning (IAPLL) from 2017 to 2024, and is a member of the International Academic Advisory Board for IAFOR. She has experience as a language teacher, learning advisor, advisor educator, researcher, author, reviewer, academic supervisor, and editor in a number of international settings. In 2010 she founded Studies in Self-Access Learning Journal (SCOPUS listed), and continues to serve as its managing editor. In 2018, she co-founded Relay Journal, and in 2019 she was one of the co-founders of the Journal for the Psychology of Language Learning (JPLL) and currently serves on its editorial committee. All three journals are peer review and open access. She has a strong record of encouraging, mentoring and supporting authors and helping colleagues to shape and publish their work. She is originally from Cardiff in Wales, has lived in 13 different countries. She has lived in Japan since 2005.

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Books

• Promoting Reflection on Language Learning (edited with N. Curry and P. Lyon). (2023). Multilingual Matters.
• Autonomy Support Beyond the Language Learning Classroom: A Self-Determination Theory Perspective (edited with S. J. Shelton-Strong). (2022) Multilingual Matters.
• Supporting Learners and Educators in Developing Language Learner Autonomy (edited with M. Tamala & W. Peeters). (2020). Candlin & Mynard.
• Navigating Foreign Language Learner Autonomy (edited with C. Ludwig & M. G. Tassinari) (2020). Candlin & Mynard.
• Dynamics of a Social Language Learning Community: Beliefs, Membership, and Identity (2020) (with co-authors). Multilingual Matters.
• Stretching Boundaries: Selected Papers from the Third International Psychology of Language Learning Conference (edited with I. K. Brady).  International Association for the Psychology of Language Learning (IAPLL), 2018.
• Reflective Dialogue: Advising in Language Learning (co-authored with Satoko Kato, 2016). Routledge.
• Autonomy in Language Learning: Tools, Tasks and Environments (edited with Christian Ludwig). Published by IATEFL, 2014. 
• Autonomy in Language Learning: Advising in Action (edited with C. Ludwig). Published by IATEFL, 2012; Republished in 2019.
• Advising in Language Learning: Dialogue, Tools and Context (edited with Luke Carson, 2012). Longman.
• Autonomy in Language Learning: Opening a Can of Worms (edited with C. J. Everhard and R. C. Smith. Published by IATEFL, 2011; Republished in 2019

Book chapters (selected)

• Mynard. J. (2023). Promoting reflection on language learning: A brief summary of the literature. In N. Curry, P., Lyon, & J. Mynard (Eds.), Promoting reflection on language learning. Multilingual Matters.​
• Mynard, J., & Kato, S. (2022). Enhancing language learning beyond the classroom through advising. In H. Reinders, C. Lai, & P. Sundqvist (Eds.), The Routledge handbook of language learning and teaching beyond the classroom (pp. 244-270). Routledge.
• Mynard, J. (2022). Reimagining the self-access centre as a space to thrive. In J. Mynard & S. J. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom: A self-determination theory perspective. Multilingual Matters.​
• Mynard, J., & Shelton-Strong, S. J. (2020). Investigating the autonomy-supportive nature of a self-access environment: A self-determination theory approach. In J. Mynard, M. Tamala and W. Peeters (Eds.), Supporting learners and educators in developing language learner autonomy. Candlin & Mynard.​
• Mynard, J. (2020). Navigating academic leadership in Japan. In D. Nagatomo, M. Cook, & K. Brown (Eds.), Women in Japanese academia: Voices of foreign female university teachers.  Candlin & Mynard.​
• Mynard, J. (2019). Advising and self-access learning: Promoting language learner autonomy beyond the classroom. In H. Reinders, S. Ryan, & S. Nakamura (Eds.) Innovations in language learning and teaching: The case of Japan. Palgrave Macmillan.
• Mynard, J. (2017). Investigating social presence in a social networking environment. In K. Van de Poel & C. Ludwig (Eds.). Collaborative language learning and new media: Insights into an evolving field (pp. 276-293). Peter Lang.
• Mynard. J., & Troudi, S. (2014). The Internet chat room: A tool for promoting learner autonomy. In R. Al Mahrooqi & S. Troudi (Eds.), Using technology in foreign language teaching (pp. 162- 184). Cambridge Scholars Publishing.

Journals

Studies in Self-Access Learning Journal (SiSAL) is a peer-reviewed, quarterly e-publication for those interested in the field of self-access language learning.  The journal was established in 2010 by Jo Mynard and she continues to serve as its managing editor. http://sisaljournal.org

Relay Journal is an open-access journal dedicated to disseminating research and best practice in the broad areas of learner and teacher autonomy. It was established in 2018 by the Research Institute for Learner Autonomy Education (RILAE). Jo Mynard is Director of RILAE and one of the Editors in Chief of the journal. https://kuis.kandagaigo.ac.jp/relayjournal/

The Journal for the Psychology of Language Learning (JPLL) was launched in 2019 and is the scholarly publication associated with the International Association for the Psychology of Language Learning. Jo Mynard is an Executive Board Member of IAPLL and one of the Editors in Chief of the journal. https://www.iapll.com/journal

Dr. Sally Candlin, Senior Advisor

Sally Candlin is a specialist in the areas of teaching and learning, and nurse patient interactions. She has taught undergraduate and post-graduate courses in communication, focusing on professional client communication, discourse of nurses, and identity construction of nurses and patients. She is an honorary Senior Research Fellow in the Department of Linguistics at Macquarie University, Sydney and has supervised Master’s and Doctoral students. She has published widely in the field of communication and organizations and many of her books and chapters have formed the basis of the nursing and health studies curriculum. Dr. Candlin has also served as an editor and reviewer for numerous scholarly publications.

Books

• Communication and Professional Relationships in Healthcare Practice (with P. Roger). Published by Equinox, 2013.
  
• Therapeutic Communication: A Lifespan Approach. Published by Pearson, 2008.
• Case studies of improving teaching and learning from the action learning project (Vol. II) (with D. Kember and L. Yan). Published by Action Learning Project, Hong Kong, 1999.​

Book chapters

• O’Grady, C., Patel, B., Candlin, S., Candlin, C. N., Peiris, D., & Usherwood, T. (2016). 'It's just statistics ... I'm kind of a glass half-full sort of guy': The challenge of differing doctor-patient perspectives in the context of electronically-mediated cardiovascular risk management. In J, Crichton, C. Candlin, & A. S. Firkins (Eds.). Communicating risk. Basingstoke, UK: Palgrave Macmillan.
• Candlin, S. (2014) The identities of nurses and patients: Spatial and temporal effects. In C. N. Candlin & S. Sarangi, (Eds.), A handbook of communication in professions and organizations (pp. 551-570). Berlin, Germany: De Gruyter Mouton. (Invited chapter)
• Candlin, S., & Candlin, C. (2014). Presencing in the context of enhancing patient well-being in nursing care. In H. Hamilton & W-Y. S. Chou (Eds), The Routledge handbook of language and health communication (pp. 259-278). Abingdon, UK: Routledge.
• Candlin, S. (2010). 'We're just going to be talking about you...': Identifying deficits and achieving quality in nurse patient discourse. In C. N. Candlin & J. Crichton (Eds.), Discourses of deficit (pp. 119-136). Basingstoke, UK: Palgrave Macmillan.
• Candlin, S., & Candlin, C.N. (2007). Nursing through time and space: Some challenges to the construct of community of practice. In R. Iedema (Ed.), The discourse of hospital communication: Tracing complexities in contemporary health care organizations (pp. 244-267). Basingstoke, UK: Palgrave Macmillan.
• Candlin, S. (2006). Constructing knowledge, understanding, and meaning between patients and nurses. In M. Gotti & F. Salager-Meyer (Eds.), Advances in Medical Discourse analysis (pp. 65-86). Peter Lang. (invited chapter)
• Candlin, C. N., and S. Candlin (2003). Health care communication: A problematic site for applied linguistics research. In M. McGroarty et al. (Eds.), Annual Review of Applied Linguistics: Vol. 23. Language Contact and Change (pp. 134–154). New York, NY: Cambridge University Press. (Invited chapter)
• Candlin, S. (2000). New dynamics in the nurse-patient relationship? In M. Coulthard and S. Sarangi (Eds.), Discourse and Social Life (pp 230-245). Harlow, UK: Longman/Pearson education. (Invited chapter)
• Candlin, S (2002). A triple jeopardy: What can discourse analysts offer health professionals? In C. N. Candlin (Ed), Research and practice in professional discourse (pp. 293-308). City University of Hong Kong Press.

Journal articles

• Candlin, C. N., & Candlin, S. (2002). Discourse, expertise, and the management of risk in health care settings. (Guest Editors) Research on Language and Social Interaction, 35(2), 115 -138. [Special Issue: Expert talk and risk in health care]
• Candlin, S. (2002). Taking risks. An indicator of expertise?. Research on Language and Social Interaction, 35(2), 173 -194.
• Candlin, S. (2003), Issues arising when the professional workplace is the site of applied linguistic research. In S. Sarangi and C. N. Candlin (Eds.) Researching and reporting the discourses of workplace practices: Reflexivity in action. Applied Linguistics, special issue, 24(3), 386-394.​

Christopher N. Candlin, Co-founder

Chris Candlin was one of the world’s leading innovative applied linguists with over thirty years of unmatched experience. For two terms he was President of the International Association of Applied Linguistics (AILA). He held Honorary and Adjunct Professorships in UK and Asian universities and had an extensive record of invited conference presentations, consultancies and seminars worldwide. Chris was honoured as an Academician by the UK Academy of Social Sciences in 2014 and recognised in the 2016 Australia Day honours list. Sadly, Chris passed away in May, 2015. 
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