Essential advising to underpin effective language learning and teaching

Abstract

This paper is aimed at managers, teachers and advisors who are involved with language learner advising. It will first give a historic background to autonomy and advising (Benson & Voller, 1997; Crabbe, 1993; Holec, 1981) , then discuss what advising means and what skill set is required for this. The paper will also look at how autonomy is linked to advising, strategies for effective language learning (Oxford,1990), and self-regulation while using these strategies (Oxford, 2011; Ranalli, 2012; Rose 2012). It will then touch on more recent ideas around processes for helping students become more effective and more autonomous through advising (Mynard & Carson, 2012). Some practical approaches for advising (Kelly, 1996; Mozzon-McPherson, 2002 2007; Riley, 1997) will be referred to, as will the all-important differences between teaching and counselling approaches. Finally, the article will briefly discuss reflection as a useful professional development tool.