Pixel International Conferences

This paper aims to illustrate some of the common practices of Language Counselling [1] and Learner Advising [2] in relation to learner participation [3] in and out of the foreign language classroom and with reference to both online and face-to-face teacher-learner interactions. The paper will provide for an initial overview of the field and illustrate some of the theoretical underpinnings. It will attempt to identify the key areas of teacher intervention as counselor and adviser with a particular focus on the promotion of learner autonomy, learning to learn skills, language awareness, learner motivation and the use of reflective dialogues. This paper will draw on examples of best practice from higher education with reference to the ongoing debate on the blurring boundaries of the classroom brought about by the use of technology [4]. A concluding section will focus on a discussion of  how changing teacher roles and technological innovation impact on some of the paradigms surrounding learner participation. In turn, this process is viewed as leading to further shifts in teaching and advisory practices in a circular way.

Keywords: Learner counselling, advising, language awareness, autonomy.

References:

• Karlsson, L, Kjisik, F. and Nordlund; J. (2007) Language counselling: A critical and integral component in promoting an autonomous community of learning. System, 35: 46–65
• Mozzon-McPherson, M and Vismans, R. (Eds.) (2001) Beyond Language Teaching Towards Language Advising. London: The Centre for Information on Language Teaching and Research (CILT).
• Breen, M.  (2001) (Ed.) Learner contributions to language. Harlow:  Pearson.
• Hamilton, M. (2013) Autonomy and Foreign Language Learning in a Virtual Learning Environment. London: Bloomsbury Academic.