From Language Teachers to Language Learning Advisors: A Journey Map

Marina  Mozzon-McPherson; Maria Giovanna Tassinari

doi:10.12795/PH.2020.v34.i01.07

Autores/as

Marina Mozzon-McPherson University of Hull
Maria Giovanna Tassinari Freie Universität Berlin https://orcid.org/0000-0002-1878-454X

DOI:

https://doi.org/10.12795/PH.2020.v34.i01.07

Palabras clave:

Asesoramiento en el aprendizaje de idiomas, asesores en el aprendizaje de idiomas, diálogo reflexivo, habilidades y competencias de asesoramiento

Resumen

En este artículo se examina el desarrollo de la práctica del asesoramiento en el aprendizaje de idiomas (ALL, Advising in Language Learning) y el consiguiente establecimiento de una función distintiva para los asesores en el aprendizaje de idiomas (LLAs, Language Learning Advisors) en el contexto de las lenguas modernas en la enseñanza superior. En primer lugar, se define la ALL, sus principios y aportaciones interdisciplinares a la construcción de un diálogo reflexivo en el centro del asesoramiento; estas provienen, entre otros, del asesoramiento, de la psicología y del coaching. En segundo lugar, se analiza el cambio gradual desde dos prácticas distintivas (la enseñanza de idiomas y el asesoramiento para el aprendizaje de idiomas) a una práctica académica más integrada que utiliza el diálogo reflexivo intencional y eficaz como característica profesional distintiva para diálogos pédagogicos eficaces y continuos. . En tercer lugar, se ilustra este cambio a través de los relatos de desarrollo profesional de los asesores y sus necesidades profesionales. Por último, se identifican las áreas en las que se debe seguir investigando y preparando profesionalmente a los especialistas de ALL y se concluye con una reflexión sobre los retos a los que se enfrentan las universidades y la contribución positiva de ALL puede para abordarlos.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Benson, P. (2011). Teaching and researching autonomy (2nd ed.). Longman.

Borges, E. F. do, V., & Magno e Silva, W. (2019). The emergence of the additional language teacher/adviser under the complexity paradigm. DELTA: Documentação de Estudos Em Lingüística Teórica e Aplicada, 35(3). https://doi.org/10.1590/1678-460x2019350308

Boudreau, C., MacIntyre, P. D., & Dewaele, J.-M. (2018). Enjoyment and anxiety in second language communication: An idiodynamic approach. Studies in Second Language Learning and Teaching, 8(1), 149-70. https://doi.org/10.14746/ssllt.2018.8.1.7

Brockbank, A., McGill, I., & Beech, N. (2002). Reflective learning in practice. Gower Publishing.

Carette, E., & Castillo, D. (2004). Devenir conseiller: Quels changements pour l’enseignant? Mélanges CRAPEL, 27, 71-97.

Castro, E. (2018). Complex adaptive systems, language advising, and motivation: A longitudinal case study with a Brazilian student of English. System, 74, 138-148. https://doi.org/10.1016/j.system.2018.03.004

Castro, E. (2019). Towards advising for language teaching: Expanding our understanding of language advising. Relay Journal, 2(2), 404-408. https://doi.org/10.37237/relay/020214

Castro, E., & Magno e Silva, W. (2016). O efeito do aconselhamento na trajetória de aprendizagem de uma estudante de inglês. In W. Magno e Silva & E. F. do V. Borges (Eds.), Complexidade em ambientes de ensino e aprendizagem de línguas adicionais (pp. 139-158). Editora CRV. https://doi.org/10.24824/978854441014.1

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. https://doi.org/10.1080/03057640601179442

Clemente, M. (2003). Learning cultures and counselling. Teacher/Learner interaction within a selfdirected learning scheme. In D. Palfreyman & R. Smith (Eds.), Learner autonomy across cultures (pp. 201-2019). Palgrave Macmillan. https://doi.org/10.1057/9780230504684_12

Cohen, A. (1998). Strategies in learning and using a second language. Longman.

Crabbe, D., Hoffmann, A., & Cotterall, S. (2001). Examining the discourse of learner advisory sessions. AILA Review, 15, 2-15.

Curry, N. (2014). Using CBT with anxious language learners: The potential role of the learning advisor. Studies in Self-Access Learning Journal, 5(1), 29-41. https://doi.org/10.37237/050103

Dickinson, L. (1992). Learner autonomy 2: Learner training for language learning. Authentik.

Egan, G. (1998). The skilled helper: A problem management approach to helping (6th ed). Brooks Cole.

Ferrara, K. W. (1994). Therapeutic ways with words. Oxford University Press.

Gray. D. (2007). Towards a systemic model of coaching supervision: Some lessons from psychotherapeutic and counselling models. Australian Psychologist, 42(4), 300-309. https://doi.org/10.1080/00050060701648191

Gremmo, M.-J. (1995). Conseiller n’est pas enseigner: Le rôle du conseiller dans l’entretien de conseil. Mélanges CRAPEL, 22, 33-62.

Gremmo, M-J. (2009). Advising for language learning: Interactive characteristics and negotiation procedures. In F. Kjisik, P. Voller, N. Aoki & Y. Nakata (Eds.), Mapping the terrain of leaner autonomy (pp. 145-167). Tampere University Press.

Gremmo, M.-J. (2011). Advising for language learning: A negociative process. In N. Aoki & Y. Nakata (Eds.), Gakushuusha autonomy: Hajimete no hito no tame no introduction [Learner autonomy: A beginner’s Introduction]. Hitsuji Shobo Editions.

Güven-Yalçın, G., Howard, S. L., & Karaaslan, H. (2019). Journey to the advisor within: Exploring challenge, transformation and evolution in advisor stories. Relay Journal, 2(2) 319-322. https://doi.org/10.37237/relay/020207

Howard, S. L., Güven-Yalçın, G., Karaaslan, H., Atcan Altan, N., & Esen, M. (2019). Transformative self-discovery: Reflections on the transformative journey of becoming an advisor. Relay Journal, 2(2) 323-332. https://doi.org/10.37237/relay/020208

Karlsson, L. Kjisik, F., & Nordlund, J. (1997). From here to autonomy. Helsinki University Press.

Kato, S. (2012). Professional development for learning advisors: Facilitating the intentional reflective dialogue. Studies in Self-Access Learning Journal, 3(1), 74-92. https://doi.org/10.37237/030106

Kato, S., & Mynard, J. (2016). Reflective dialogue: Advising in language learning. Routledge. https://doi.org/10.4324/9781315739649

Kato, S., & Sugawara, H. (2009). Action-oriented language learning advising: A new approach to promote independent language learning. The Journal of Kanda University of International Studies, (21), 455-475.

Kelly, R., (1996). Language counselling for learner autonomy: The skilled helper in self-access language learning. In R. Pemberton, E. Li, W. Or & H. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 93-113). Hong Kong University Press.

Lamb, T. (2000). Finding a voice - learner autonomy and teacher education in an urban context. In B. Sinclair, I. McGrath and T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 118-127). Longman.

Lantolf, J. P., & Thorne, S. L. (2007). Sociocultural theory and second language learning. In B. Van Patten & J. Williams (Eds.), Theories of second language acquisition: An introduction (pp. 201-223). Lawrence Erlbaum. https://doi.org/10.4324/9780429503986-10

Little, D. (2007). Language learner autonomy: some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1): 14-29. https://doi.org/10.2167/illt040.0

Ludwig, C. & Mynard, J. (Eds.) (2012). Autonomy in language learning: Advising in action. IATEFL.

Magno e Silva, W. (2016). Conselheiros linguageiros como potenciais perturbadores de suas próprias trajetórias no sistema de aprendizagem. In W. Magno e Silva & E. F. do V. Borges (Eds.), Complexidade em ambientes de ensino eaprendizagem de línguas adicionais (pp. 199–221). CRV. https://doi.org/10.24824/978854441014.1

Magno e Silva, W. (2017). The role of self-access centers in foreign language learners autonomization. In C. Nicolaides & W. Magno e Silva (Eds.), Innovations and challenges in applied linguistics and learner autonomy (pp. 183-208). Pontes.

McCarthy, T. (2010). Breaking down the dialogue: Building a framework of advising discourse. Studies in Linguistics and Language Teaching, 21, 39-79.

McCarthy, T. (2018). Exploring inner speech as a psycho-educational resource for language learning advisors. Applied Linguistics, 39(2), 159-187.

Morhy, S. S. (2015). A influência do aconselhamento linguageiro na trajetória de uma aluna de Letras-Inglês. Universidade Federal do Pará.

Morrison, B. R., & Navarro, D. (2012). Shifting roles: From language teachers to learning advisors. System, 40, 349-359. https://doi.org/10.1016/j.system.2012.07.004

Mozzon-McPherson, M. (2012). The skills of counseling: Language as a pedagogic tool. In J. Mynard & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context (pp. 43-64). Pearson Education.

Mozzon-McPherson, M. (2017a). Considerations on the role of mindful listening in advising for language learning. Zeitschrift für Fremdsprachenforschung, 28(2), 159-179.

Mozzon-McPherson, M. (2017b). Reflective dialogues in advising for language learning in a neuro-linguistic programming perspective. In C. Nicolaides & W. Magno e Silva (Eds.), Innovations and challenges in applied linguistics and learner autonomy (pp. 153-68). Pontes.

Mozzon-McPherson, M. (2019). Mindfulness and advising in language learning: An alternative theoretical perspective. Mélanges CRAPEL, (40), 88-113.

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

Mynard J. (2019). Self-access learning and advising: Promoting language learner autonomy beyond the classroom. In H. Reinders, S. Ryan & S. Nakamura (Eds.), Innovation in Language Teaching and Learning. New Language Learning and Teaching Environments. The case of Japan (pp. 185-210). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-12567-7_10

Mynard, J., & Carson, L. (Eds.) (2012). Advising in language learning: Dialogue, tools and context. Pearson Education.

Nonato, R. S. (2014). O aconselhamento linguageiro como forma de intervenção e formação docente. Universidade Federal do Pará.

O‘Connor, J., & Seymour, J. (1993). Introducing Neuro-Linguistic Programming (revised ed). Aquarian/Thorsons.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House/Harper and Row.

Oxford, R. L. (2017). Teaching and researching language learning strategies. Self-regulation in context. Routledge. https://doi.org/10.4324/9781315719146

Rogers, C. (1951). Client-centred therapy: Its current practice, implications and theory. Houghton Mifflin.

Rubin, J. (2007). Language counselling. System, 35(1), 1-9. https://doi.org/10.1016/j.system.2006.11.001

Rutson-Griffiths, Y., & Porter, M. (2016). Advising in language learning: Confirmation requests for successful advice giving. Studies in Self-Access Learning Journal, 7(3), 260-286. https://doi.org/10.37237/070303

Shelton-Strong, S. (2020). Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 1-23. https://doi.org/10.1177/1362168820912355

Šindelářová Skupeňová, M. (2019). Reflections of an advisor: a never-ending story. Mélanges CRAPEL, 40(1).

Spänkuch, E. (2014). Systemisch-konstruktivistisches Sprachlern-Coaching. In A. Berndt & R.-U. Deutschmann (Eds), Sprachlernberatung – Sprachlerncoaching (pp.51-81). Peter Lang.

Spänkuch, E., & Kleppin, K. (2014). Support für Fremdsprachenlerner. Sprachlerncoaching als Konzept und Herausforderung. Jahrbuch Deutsch als Fremdsprache. Intercultural German Studies, 40, 189-213.

Tassinari, M. G. (2016). Emotions and feelings in language advising discourse. In C. Gkonou, D. Tatzl & S. Mercer (Eds.), New directions in language learning psychology (pp. 71-96). Springer. https://doi.org/10.1007/978-3-319-23491-5_6

Tassinari, M. G. (2017). How language advisors perceive themselves: Exploring a new role through narratives. In C. Nicolaides & W. Magno e Silva (Eds.), Innovations and challenges in applied linguistics and learner autonomy (pp. 305-336). Pontes.

Tassinari, M. G., & Ciekanski, M., (2013). Accessing the self in self-access learning: Emotions and feelings in language advising. Studies in Self-Access Learning Journal, 4(4), 262-280. https://doi.org/10.37237/040404

Whittington, J. (2016). Systemic coaching and constellations: An introduction to the principles, practices and application (2nd ed). Kogan.

Yamamoto, K. (2018). The journey of ‘becoming’ a learning advisor: A reflection on my first-year experience. Relay Journal, 1(1), 108-112. https://doi.org/10.37237/relay/010110

Yamashita, H. (2015). Affect and the development of learner autonomy through advising. Studies in Self-Access Learning Journal, 6(1), 62-85. https://doi.org/10.37237/060105

Yamashita, H., & Kato, S. (2012). The Wheel of Language Learning: A tool to facilitate learner awareness, reflection and action. In J. Mynard & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context (pp. 164-169). Pearson Education.

Yasuda, T. (2018). Psychological expertise required for advising in language learning: Theories and practical skills for Japanese EFL learners’ trait anxiety and perfectionism. Studies in Self-Access Learning Journal, 9(1), 11-32. https://doi.org/10.37237/090103

De profesores de idiomas a asesores de aprendizaje de idiomas: Un Itinerario de viaje

Autores/as

DOI:

Palabras clave:

Resumen

Descargas

Citas

Descargas

Publicado

Cómo citar

Número

Sección

Licencia

Información

Idioma