| Data: |
2000 |
| Resum: |
This article analyses how the increased importance of self-access centres and independent learning has given rise to a new profession: the language learning adviser. It does this by identifying and examining the distinctive features of advising in relation to teaching and learning, and by comparing the advising model - used at the University of Hull and adopted by other Higher Education institutions (Project SMILE)1 with the person-centred counselling model. These models utilise dialogue to encourage reflection on learning and understanding of self in relation to language, and to promote self-organised learning (Harri-Augstein & Thomas, 1991). We conclude by highlighting the need for further research and development to ensure the professionalisation of this role. |
| Drets: |
Tots els drets reservats.  |
| Llengua: |
Anglès |
| Document: |
Article ; recerca ; Versió publicada |
| Matèria: |
Advising ;
Independent Learning ;
Learner Autonomy ;
Learning Support ;
Self-access |
| Publicat a: |
Links & letters, N. 7 (2 000) , p. 111-126, ISSN 1133-7397 |
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