The language advisor’s role : identifying and responding to needs
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Other Title
Authors
Reinders, Hayo
Hacker, Penny
Lewis, Marilyn
Hacker, Penny
Lewis, Marilyn
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2004
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
teacher aides
teacher advisors
second language teaching
teacher advisors
second language teaching
ANZSRC Field of Research Code (2020)
Citation
Reinders, 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.
Abstract
Tertiary 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.
Publisher
Routledge
Permanent link
Link to ePress publication
DOI
10.1080/09571730485200201
Copyright holder
Taylor and Francis Online
Copyright notice
This 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.