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.
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Für den Englisch-Unterricht
Maße
Höhe: 234 mm
Breite: 156 mm
Dicke: 18 mm
Gewicht
ISBN-13
978-1-4082-7695-2 (9781408276952)
Schweitzer Klassifikation
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.
Autor*in
Kanda University of International Studies, Japan
1. Introduction 2. A suggested model for advising in language learning 3. The skills of counselling in advising: Langauge as a pedagogic tool 4. Target language or L!: Advisors' perceptions on the role of language in a learning advisory session 5. Peer advising as a means to facilitate language learning 6. Advising-in-action: Exploring the inner dialogue of the learning advisor 7. Kaleidoscope, an online tool for reflection on language learning 8. Attribution theory as an advising tool Vignette 1 The Wheel of Language Learning 9. Advising in context: Towards pedagogical and institutional integration 10. Sharing stories: Autobiographical narratives in advertising Vignette 2 The portfolio: A practical tool for advising language learners in a self-acces centre in Mexico 11. Learner contributions in an open and distance language setting Vignette 3 The role of advising and a student tracking system in the United Arab Emirates Vignette 4 Chalk and cheese: Language advising in different worlds 12. Why classroom-based advising? 13. Ethnographic encounters: A possible tool for advising in language learning 14. Communities of practice as a source of professional development in advising for langauge learning
