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This article describes a collaborative and data-based reflective practice study carried out by two language teachers in a Japanese tertiary education context. This research utilized conversational analysis (CA) of audio-recorded classroom data which was subsequently discussed as part of a critical friendship. Both the inclusion of CA data and collegial discussion were in response to recent calls for increasingly data-led and dialogic reflective practice methods. In this study, the two teacher-researchers identified salient issues that they saw as incongruent with their stated teaching beliefs. They then collaboratively determined interventions to deal with the inconsistencies between their beliefs and their actual behavior and repeated the CA data collection and dialogic analysis phases. The two teachers found that the CA data and the opportunity to collaboratively interpret it provided valuable insights into their classroom practice while also offsetting the tendency for excessive self-criticism. This study provides a concrete example of a reflective practice approach that is both theoretically grounded and tied to bottom-up issues that are of interest to teachers.

In this narrative article, I document my implementation of action logs as a tool for reflective practice and teacher development as I transitioned from working in a small "eikaiwa" (English conversation) school to working in a private international university. After providing a brief description of my contextual background and how I came to start action logging, I give examples of student feedback I received and their relevance to my reflective teaching. Finally, I explain the varied ways in which I feel using action logs aided me in improving the efficacy of my classroom practice and influenced my evolving teacher identity during a stressful transition between two markedly different professional worlds.

Within Japanese ELT, private conversation ("eikaiwa") schools are commonly viewed as the bottom rung of the professional ladder. In contrast to "eikaiwa's" marginalized position, language teaching in university is regarded as the pinnacle of the field's professional hierarchy (Nagatomo, 2016). The aim of this paper is to examine first-hand perspectives of teachers who have transitioned between these two 'spheres of experience' (Zittoun, 2006) and analyze perspectives on each context's pedagogical constraints and affordances. Drawing on Zittoun's sociocultural framework related to life transitions, an investigation of the lived experiences of eleven teachers was conducted. This explorative study focused on changes in skills and knowledge, identity, and personal meanings that stemmed from moving from "eikaiwa" to university teaching as well as cognitive and social resources that mediated the transition. Teachers revealed that "eikaiwa" teaching provided them with experiences that contributed to their pedagogical skillset and evolving teacher beliefs. Conversely, university teaching afforded enhanced professional identity due to factors such as increased teacher autonomy and authority in the classroom. This study supports a nuanced view of different teaching contexts that recognizes diverse affordances and constraints rather than subscribing to a linear, hierarchical view of certain ELT settings.

Speciation generally involves a three-step process--range expansion, range fragmentation and the development of reproductive isolation between spatially separated populations (1,2). Speciation relies on cycling through these three steps and each may limit the rate at which new species form (1,3). We estimate phylogenetic relationships among all Himalayan songbirds to ask whether the development of reproductive isolation and ecological competition, both factors that limit range expansions (4), set an ultimate limit on speciation. Based on a phylogeny for all 358 species distributed along the eastern elevational gradient, here we show that body size and shape differences evolved early in the radiation, with the elevational band occupied by a species evolving later. These results are consistent with competition for niche space limiting species accumulation (5). Even the elevation dimension seems to be approaching ecological saturation, because the closest relatives both inside the assemblage and elsewhere in the Himalayas are on average separated by more than five million years, which is longer than it generally takes for reproductive isolation to be completed (2,3,6); also, elevational distributions are well explained by resource availability, notably the abundance of arthropods, and not by differences in diversification rates in different elevational zones. Our results imply that speciation rate is ultimately set by niche filling (that is, ecological competition for resources), rather than by the rate of acquisition of reproductive isolation., Range expansions are a critical step in the speciation cycle: without them, allopatric and parapatric forms would have ranges of ever decreasing size, unlikely to be further fragmented by barriers [...]

Relational mentoring, or critical friendships, has been recognized as an effective form of continuous professional development (PD). Through autonomous informal mentoring sessions implemented outside the umbrella of institutional top-down PD initiatives, teachers can gain valuable insights on their own practice and that of their peers. In this paper, one such mentoring session is analyzed from the perspective of both participants. Transcribed audio data of the mentoring session was inductively analyzed by both mentor and mentee, and major points of salience were reflectively and collaboratively discussed. The reflections highlighted the fluid nature of the session that challenged the traditional hierarchical mentor-mentee dynamic. While the session began in a transactional fashion with mentee seeking knowledge from mentor, it was seen to evolve into a more symmetrical relationship of co-learning. This short account of reflective practice offers additional evidence of the transformational potential of relational mentoring and critical friendships on teachers' PD. Moreover, there are indications that such autonomous PD can contribute positively to sustaining teacher wellbeing in times of uncertainty and instability. [ABSTRACT FROM AUTHOR]

In this narrative article, I document my implementation of action logs as a tool for reflective practice and teacher development as I transitioned from working in a small eikaiwa (English conversation) school to working in a private international university. After providing a brief description of my contextual background and how I came to start action logging, I give examples of student feedback I received and their relevance to my reflective teaching. Finally, I explain the varied ways in which I feel using action logs aided me in improving the efficacy of my classroom practice and influenced my evolving teacher identity during a stressful transition between two markedly different professional worlds. [ABSTRACT FROM AUTHOR]

Although the importance of communities for social learning within self-access centers has been recognized over the last decade, there has yet been little research exploring student-managed communities in a self-access learning center (SALC). This short pilot study investigates the ways in which members identify with the community of practice (Wenger, 1998) of a student-led learning community within a university SALC. Five members of the Learning Community (LC), an English conversation community, were interviewed three times over the course of one semester about their language learning histories and their experiences in the LC. This data was analyzed inductively and subsequently categorized according to Wenger's (2010) modes of identification - engagement, imagination, and alignment. The findings of the study indicated that members' identification with the practice of the LC was connected to a desire for an accessible learning environment, attaining membership in an international imagined community of English users, and the ability to negotiate sociocultural norms for their own purposes. This study highlights a bidirectional relationship between the "baggage" that members bring with them and the everyday practice developed over the course of the LC's two-year history. Additionally, the insights gained from this exploration of the LC CoP have practical implications for SALC staff aiming to cultivate and support student-led learning communities. [ABSTRACT FROM AUTHOR]

Taxa classified as subspecies may in fact be cryptic species. We assessed the taxonomic status of the Blue‐throated Flycatcher Cyornis rubeculoides complex in India, which consists of several forms with similar plumages and song. We used mitochondrial and nuclear DNA, plumage traits, and detailed song analysis to ascertain the taxonomic status of the different forms. The molecular data identified three primary clades: (1) in the west Himalayan foothills, (2) at higher elevations in the northeast hill states of Meghalaya, Nagaland and Mizoram, and (3) at lower elevations in the northeastern hills of Meghalaya and the east Himalayas of Arunachal Pradesh. The western clade represents nominate C. rubeculoides rubeculoides. The high‐elevation eastern clade was considered to be C. rubeculoides rogersi, because it included a sample from this subspecies from near the type locality in southwest Myanmar. These two sister clades had an estimated divergence time of 1.5 million years (my). The low‐elevation east clade has previously been assigned to C. rubeculoides, but we showed it is closely related to the Hainan Blue Flycatcher Cyornis hainanus, formerly thought to breed only further east, with an estimated divergence time of only ~0.8 my. This clade may represent a subspecies of C. hainanus or, given reports of widespread sympatry with C. hainanus in Thailand, a distinct species, Cyornis dialilaemus. However, more research is advocated, including molecular data, from the area of overlap. Songs were remarkably similar across all taxa. In playback experiments, C. r. rubeculoides in the west responded to all taxa. This is in agreement with recent work demonstrating that song differences and responses to songs are not always a good indicator of the progress of reproductive isolation. [ABSTRACT FROM AUTHOR]