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

Dr. ​Jo Mynard, Managing Director

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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

Book chapters (selected)

  • Mynard, J. (2024). Language learner autonomy. In H. Nesi & P. Milin (Eds.), Reference module in social sciences. International encyclopedia of language and linguistics (3rd Ed.). Elsevier.
  • Mynard, J. (2024). Promoting reflective dialogue in classroom settings. In L. Dam & D. Little (Eds.), Proceedings of the 15th Nordic Workshop on Language Learner Autonomy.
  • Mynard, J., & Shelton-Strong, S. J. (2024). Boosting your students’ confidence in second language learning: The confidence-building diary. In N. Curry & K. Maher (Eds.), Psychology-based activities for supporting anxious language learners: Creating calm and confident foreign language speakers (pp. 83–96). Bloomsbury Academic.
  • Mynard, J. (2023). Autonomy-supportive self-access learning: Meeting the needs of our students. In K. Schwienhorst & J. Ramos-Gonzalez (Eds.), Making space for autonomy in language learning (pp. 20-36). Candlin & Mynard. https://www.candlinandmynard.com/nordic14.html
  • 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. (2023). Autonomy support within and outside the language classroom: Evaluating our practices. In C. Ludwig, M. G. Tassinari, A. Ruiz Guerrero, & K. Nagao (Eds.), Developing learner autonomy in foreign language learning: Papers from the Independent Learning Association Conference, Mexico, June 2021 (pp. 17–38). Candlin & Mynard. https://doi.org/10.47908/29/1
  • 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.

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