An analysis of the skills and functions of language learning advisers
This article analyses how the increased importance of self-access centres and independent learning has given rise to a new profession: the language learning adviser. It does this by identifying and examining the distinctive features of advising in relation to teaching and learning, and by comparing...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2000 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:2272 |
| Acceso en línea: | https://ddd.uab.cat/record/2272 |
| Access Level: | acceso abierto |
| Palabra clave: | Advising Independent Learning Learner Autonomy Learning Support Self-access |
| Sumario: | This article analyses how the increased importance of self-access centres and independent learning has given rise to a new profession: the language learning adviser. It does this by identifying and examining the distinctive features of advising in relation to teaching and learning, and by comparing the advising model - used at the University of Hull and adopted by other Higher Education institutions (Project SMILE)1 with the person-centred counselling model. These models utilise dialogue to encourage reflection on learning and understanding of self in relation to language, and to promote self-organised learning (Harri-Augstein & Thomas, 1991). We conclude by highlighting the need for further research and development to ensure the professionalisation of this role. |
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