Advising in Language Learning (ALL) brings together examples of advising practice and research from various international contexts in a fast-developing field. A theoretical model based on constructivism and sociocultural theory (the ?Dialogue, Tools and Context Model?) is proposed and supported thoughout the book, as each of the contributions focuses on one or more areas of the model. In this volume the editors set out the general aims and understandings of the field, illustrating the innovative manner in which advisors around the world are working with learners and researching the practice of ALL.
Advising in Language Learning (ALL) brings together examples of advising practice and research from various international contexts in a fast-developing field. A theoretical model based on constructivism and sociocultural theory (the ?Dialogue, Tools and Context Model?) is proposed and supported thoughout the book, as each of the contributions focuses on one or more areas of the model. In this volume the editors set out the general aims and understandings of the field, illustrating the innovative manner in which advisors around the world are working with learners and researching the practice of ALL.
Papildus informācija
Advising in Language Learning (ALL) brings together examples of advising practice and research from various international contexts in a fast-developing field.
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List of tables and figures |
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viii | |
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x | |
| Acknowledgements |
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xiii | |
| Publisher's acknowledgements |
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xiv | |
| About the chapters in this book |
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xv | |
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PART ONE Introductory chapters |
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1 | (40) |
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3 | (23) |
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Appendix 1 Kelly's macro skills for language counselling |
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24 | (1) |
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Appendix 2 Kelly's micro skills for language counselling |
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25 | (1) |
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2 A suggested model for advising in language learning |
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26 | (15) |
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41 | (86) |
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3 The skills of counselling in advising: Language as a pedagogic tool |
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43 | (22) |
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4 Target language or L1: Advisors' perceptions on the role of language in a learning advisory session |
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65 | (22) |
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5 Peer advising as a means to facilitate language learning |
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87 | (18) |
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6 Advising-in-action: Exploring the inner dialogue of the learning advisor |
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105 | (22) |
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127 | (84) |
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7 Kaleidoscope, an online tool for reflection on language learning |
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129 | (22) |
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Appendix 3 Results of questionnaire on students' use of Kaleidoscope |
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147 | (4) |
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8 Attribution theory as an advising tool |
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151 | (19) |
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Vignette 1 The Wheel of Language Learning: A tool to facilitate learner awareness, reflection and action |
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164 | (6) |
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9 Advising in context: Towards pedagogical and institutional integration |
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170 | (15) |
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10 Sharing stories: Autobiographical narratives in advising |
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185 | (26) |
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Vignette 2 The portfolio: A practical tool for advising language learners in a self-access centre in Mexico |
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205 | (6) |
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211 | (85) |
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11 Learner contributions in an open and distance language setting |
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Stella Hurd and Linda Murphy |
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213 | (18) |
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Vignette 3 The role of advising and a student tracking system in the United Arab Emirates |
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231 | (16) |
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Vignette 4 Chalk and cheese: Language advising in different worlds |
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238 | (8) |
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Appendix 4 Simplified model of the language learning process |
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246 | (1) |
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12 Why classroom-based advising? |
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247 | (16) |
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13 Ethnographic encounters: A possible tool for advising in language learning |
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263 | (16) |
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14 Communities of practice as a source of professional development in advising for language learning |
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279 | (17) |
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| Conclusion |
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296 | (4) |
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| Index |
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300 | |
Jo Mynard is the Director of the Self-Access Learning Centre at Kanda University of International Studies in Japan. She has worked in Spain, the UK, Ireland, the UAE and Japan. She has an Ed.D. in TEFL (University of Exeter) and an M.Phil. in applied linguistics (Trinity College Dublin). She is the editor of Studies in Self-Access Learning Journal.
Luke Carson is an Associate Professor in the Center for Language Education at Ritsumeikan Asia Pacific University in Japan.
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