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dc.contributor.authorReinders, Hayo
dc.contributor.authorHacker, Penny
dc.contributor.authorLewis, Marilyn
dc.date.accessioned2014-06-26T01:09:07Z
dc.date.available2014-06-26T01:09:07Z
dc.date.issued2004
dc.identifier.issn0957-1736
dc.identifier.issn1753-2167
dc.identifier.urihttps://hdl.handle.net/10652/2443
dc.description.abstractTertiary institutions increasingly offer language advisory sessions for second language students and staff. Advisors help students to identify language and learning needs, they recommend resources and strategies, and they provide feedback and encouragement. Especially in the first few sessions, identifying and prioritising needs is arguably among the most important goals, but there are few guidelines for advisors on how to elicit information from students or how to respond to learners’ self-reported needs. In fact, little is known about the processes through which advisors and students come to an agreed set of needs and solutions. This article reports a two-stage professional development project between an adviser and two other researchers. At the first stage the adviser recorded three initial sessions with one student. This was followed by a transcription and analysis of the sessions and discussion with the other two researchers. One of the main outcomes was that the advisor felt she had to be more directive. The second stage involved a session with a different student. Here the adviser’s aim was to be more specific and guiding, while encouraging the student to initiate topics and ideas. The findings from the two stages are analysed and compared.en_NZ
dc.language.isoenen_NZ
dc.publisherRoutledgeen_NZ
dc.relation.urihttp://dx.doi.org/10.1080/09571730485200201en_NZ
dc.rightsThis is a preprint of an article submitted for consideration in the Language Learning Journal copyright 2004, available online behind a wall but free with institutional access from Taylor and Francis Online at address below.en_NZ
dc.subjectteacher aidesen_NZ
dc.subjectteacher advisorsen_NZ
dc.subjectsecond language teachingen_NZ
dc.titleThe language advisor’s role : identifying and responding to needsen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderTaylor and Francis Onlineen_NZ
dc.identifier.doi10.1080/09571730485200201en_NZ
dc.subject.marsden200401 Applied Linguistics and Educational Linguisticsen_NZ
dc.identifier.bibliographicCitationReinders, H., Hacker, P. & Lewis, M. (2004) The language advisor's role : identifying and responding to needs. Language Learning Journal 30: 30-35. NOTE: This is research undertaken prior to the author being affiliated with the Unitec Institute of Technology.en_NZ
unitec.institutionUniversity of Aucklanden_NZ
unitec.publication.spage30en_NZ
unitec.publication.lpage35en_NZ
unitec.publication.volume30en_NZ
unitec.publication.titleLanguage Learning Journalen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUniversity of Aucklanden_NZ
unitec.institution.studyareaEducation


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