Professional Documents
Culture Documents
Language Advising
What is it?
Why do it?
Who does it?
How is it done?
Some results.
Why we do it?
There are students who:
face difficulties;
are passive in their learning;
are uncertain about what
studying a foreign language
involves;
need a more personalized
support.
Source: GETTY,
2014.
Who is involved?
Advisers and Advisees:
How is it done?
Language Advisers:
Advisers meetings: techniques and
studies.
Scheduled advising: negotiated or
provoked.
How is it done?
Advisees (students):
Meetings.
Subjects we deal with:
setting goals;
action plan;
implementation of forms of control
over learning involving their
autonomy and motivation;
constant evaluation plans; advising
SUGGESTIONS/
COMMITMENT
What should I do...
PROGRESS
How was my
performance...
JULY
----1----2----3----4----5
AUGUST
----1----2----3----4----
5
SEPTEMBER ----1----2----3---4----5
OCTOBER
----1----2----3----
4----5
NOVEMBER ----1----2----3----4----5
13
DECEMBER
----1----2----3----
SUGGESTIONS/COMMITMENT
What should I do...
Try to read whenever my teacher asks; read
books in English; read comics; search for
motivation to read, as look for things I like.
I want to communicate
Speak even feel shy or speak wrong; try to get
more in English.
it right; not to give up even if it is difficult to
I want to understand
more of what is being
said in English.
I want to write more
correctly in English.
pronounce.
PROGRESS
How was my
performance...
JULY
----1----2----3----
4----5
AUGUST
----1----2----3----
4----5
Listen to English songs; watch movies with
subtitles in English; listen to the radio; pay
more attention to listening, so I will be able to
reproduce what I hear, and will speak better
Produce texts in class, for complementary
activities, in the language course, at home;
read in order to write better, observing
structures and vocabulary.
SEPTEMBER ----1----2---3----4---5
OCTOBER
----1----2----
3----4----5
14
NOVEMBER ----1----2----3----
Some results:
Advisees:
Motivational aspects.
Aspects of empowerment.
Language Advisors:
Theoretical gain.
Reflection of the group after each
meeting.
Transformation as teachers.
REFERENCES:
CARSON, L.; MYNARD, J. Introduction. In: MYNARD, J.; CARSON, L. (Eds.) Advising in language learning:
Dialogue, tools and context. Harlow, UK: Pearson Education, 2012. p.3-25.
MOZZON-McPHERSON, M. Language advising: towards a new discursive world. In: MOZZON-McPHERSON,
M.; VISMANS, R. (Eds.) Beyond Language Teaching towards Language Advising. London: Central Books,
2001. p. 7-22
MYNARD, J. A suggested model for advising in language learning. In: MYNARD, J.; CARSON, L. (Eds.)
Advising in language learning: dialogue, tools and context. Harlow, UK: Pearson Education, 2012. p. 26-40.
REINDERS, H. University language advising: is it useful? Reflections in English language teaching. Vol. 5.
No. 1. 2007. p. 79-92.
Images:
GETTY. Student who faces difficulties. Posted on Nov 3, 2014. Available at:
http://
www.essentialkids.com.au/development-advice/special-needs/what-is-school-like-for-a-child-with-learning-d
ifficulties-20141103-11g63k
MORAES, A. University Campus, aero view. Posted on Oct 4, 2011. Available at: https://
picasaweb.google.com/lh/photo/ZV63SUWFKX3Ulha77slKUtMTjNZETYmyPJy0liipFm0?full-exif=true
NORMAD. Two Paths. Posted on Tuesday, Feb 28, 2012. Available at: http://
nomadicpolitics.blogspot.com.br/2012/02/two-roads-diverged-jimmy-carters-speech.html