Abstract
“So, what do you exactly do as a learning advisor?” This is one of the common questions I believe learning advisors get asked. Yes, we engage in different types of interaction than teachers do, yet we don’t necessarily “advise” students. It is evident that the advising dialogue is not just a simple “conversation” and its significance is discussed elsewhere in the literature of advising in language learning (ALL) (e.g. Gremmo, 2009; Kato, 2012; Kato & Mynard, 2016; Mynard & Carson, 2012). However, there are very few opportunities to look inside advising sessions and one of the aims of this column is attempt to address this need as helps us to better understand our practice and learn from each other.
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