Advising

“…advising in language learning involves the process and practice of helping students to direct their own paths so as to become more effective and more autonomous language learners” (Carson & Mynard, forthcoming)

 

 

The aim of this event is to highlight the significant role that the growing field of advising in language learning has by sharing current research and practice.  We welcome participants to share their work whether it is classroom-based, or occurring outside the classroom. The event should provide plenty of opportunities for meeting other professionals engaged in promoting language learner autonomy though the process of advising.

Further reading

Carter, B. (2001). From awareness to counselling in learner autonomy. AILA Review 15. Journal of the International Association of Applied Linguistics. Learner Autonomy: New insights, pp. 26-33.

Ciekanski, M. (2007). Fostering learner autonomy: power and reciprocity in the relationship between language learner and language learning adviser. Cambridge Journal of Education (37), 1, 111-127.

Clemente, M. (2003). Learning cultures and counselling: Teacher/learner interaction within a self-directed scheme.  In Palfreyman, D. and Smith, R.C. (eds.) Learner Autonomy Across Cultures: Language Education Perspectives.  Palgrave Macmillan.

Cotterall, S. & Reinders, H. (2000). Learners’ perceptions and practice in self access language learning. The TESOLANZ Journal 8, 23-38.

Cotterall, S. (1998). Roles in autonomous language learning.  Australian Review of Applied Linguistics  21 (2), 61-78

Crabbe, D. Hoffmann, A. & Cotterall, S. (2001) Examining the discourse of learner advisory sessions (2001) AILA Review 15. Journal of the International Association of Applied Linguistics. Learner Autonomy: New insights, pp. 2-15.

Crowe, S. (2009). The role of a ‘drop-in’ desk in a self access learning centre. In M. Carroll, D. Castillo, L. Cooker, & K. Irie (Eds.), Proceedings of the Independent Learning Association 2007 Japan Conference (online): Exploring theory, enhancing practice: Autonomy across the disciplines. Kanda University of International Studies, Chiba, Japan, October 2007.

Esch E.(1996), Promoting learner autonomy: Criteria for the selection of appropriate methods. In R. Pemberton, E.S.L. Li, W.W.F. Or, & H.D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 35–48). Hong Kong: Hong Kong University Press.

Gardner, D., & L. Miller (1999). Establishing Self-Access: From theory to practice. Cambridge: Cambridge University Press.

Gremmo, M.-J. (1995).  Conseiller n’est pas enseigner: le rôle du conseiller dans l’entretien de conseil (Counselling is not teaching: the role of the adviser in advising sessions).  Mélanges (22), pp. 33-61.

Karlsson, L. (2008). Turning the Kaleidoscope – (E)FL Educational Experience and Inquiry as Auto/biography. University of Helsinki, Faculty of Arts, Department of English.

Kato, S. & H. Sugawara (2009) ‘Action-oriented Language Learning Advising: A New Approach to Promote Independent Language Learning’ The Journal of Kanda University of International Studies 21 455 – 476

Kelly R., (1996). Language counselling for learner autonomy: The skilled helper in self-access language learning. In Pemberton, R., Li, E.S.L., Or, W.W.F. and Pierson, H.D. (eds.), Taking Control: Autonomy in Language Learning. Hong Kong: Hong Kong University Press .

Lamy, M-N., & Hassan, X. (2003). What influences reflective interaction in distance peer learning? Evidence from four long-term online learners of French. Open Learning 18(1), The Open University.

Little, D., & Singleton, D. (1993). Setting the Context: language learning, self-instruction and autonomy. In Little, D (ed.) (1993). Self-access Systems for Language Learning. Dublin: Authentik and CILT.

McCarthy, T. (2009). What advisors do. Learning Learning, 16 (1). http://ld-sig.org/LL/2009a.pdf

Moore, N., & Reinders, H. (2003). Teaching for self-study in the self-access centre. Modern English Teacher, 12(2), 48-51.

Mozzon-McPherson, M. & Vismans, R. (2001). Beyond language teaching, towards language advising. London: CILT.

Mynard, J. & Almarzouqi, I. (2006). Investigating Peer Tutoring. English Language Teaching Journal, 60 (1), 13-22.

Mynard, J., & Navarro, D.  (2010).  Report on the Japan Association of Self-Access Learning (JASAL) Forum, at the Japan Association for Language Teaching (JALT) 2009 Conference in Shizuoka. Studies in Self-Access Learning Journal, 1(1), 65-67.

Mynard, J., & Navarro, D. (2010). Dialogue in self-access learning. In A. M. Stoke (Ed.), JALT 2009 Conference Proceedings. Tokyo: JALT.

Mynard, J. (2011). The role of the learning advisor in promoting autonomy. Learner Autonomy in Language Leaning. AILA RenLA.

Mynard, J., & Carson, L. (Eds) (forthcoming – April, 2012). Advising in language learning: Dialogue, tools and context. Harlow, Longman.

Noguchi, J., & McCarthy, T. (2010). Reflective self-study: fostering learner autonomy. In A. M. Stoke (Ed.), JALT 2009 Conference Proceedings. Tokyo: JALT.

Pemberton, R., Toogood, S., Ho, S. and Lam, J. (2001). Approaches to advising for self-directed language learning. AILA Review 15: 16-25.

Pierson, H. (1994) Preparing Teachers for Self-Access: Hong Kong experiences. In E. Esch (ed.) Self-access and the adult language learner, London: CILT.

Reinders, H. (2004). Self-access centres: Teaching language and teaching learning. The Language Teacher, 28 (6).

Riley, P. (1997). The guru and the conjurer: Aspects of counselling for self-access. In P. Benson and P. Voller (eds), Autonomy and Independence in Language Learning. London: Longman.

Sinclair, B. (1996). Chapter 10: Materials Design for the Promotion of Learner Autonomy: How Explicit is ‘Explicit?’ In R. Pemberton et al (eds.), Taking Control: Autonomy in Language Learning. Hong Kong: Hong Kong University Press, 149-166.

Sturtridge, G. (1992). Self-access-preparation and training. Manchester: British Council.

Thornton, K. (2010). Sharing reflections: Enhancing learners’ experiences of self-directed learning. In A. M. Stoke (Ed.), JALT 2009 Conference Proceedings. Tokyo: JALT.

Ushioda, E. (2000). Tandem language learning via e-mail: From motivation to autonomy. ReCALL 12 (2), 121-8

Voller, P. (2004). The one to one consultations guidebook. The English Centre, University of Hong Kong. http://ec.hku.hk/1to1/

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