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

Autores/as

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.

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Citas

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Publicado

2020-12-17

Cómo citar

Mozzon-McPherson, M. ., & Tassinari, M. G. (2020). De profesores de idiomas a asesores de aprendizaje de idiomas: Un Itinerario de viaje. Philologia Hispalensis, 34(1), 121–139. https://doi.org/10.12795/PH.2020.v34.i01.07