From Teachers to Advisors: A Self-discovery Journey

Abstract

Becoming Language Learning Advisors has been a challenging and rewarding journey for this innovative group of teachers. In this article, they evoke their experiences and struggles and the impact that this profound transformational process has had in their professional and personal lives. The construction of this new identity has allowed them to transcend the traditional role of prescribing strategies or administering learning, thus giving place to a shift in thought and action that fosters greater autonomy and allows students to take charge of their own learning. Moreover, their new shared identity as advisors gave place to a community of practice, which is growing as other advisors who have undergone a similar feat share ideas and strategies. Achieving acceptance of oneself and others and being able to communicate it appropriately is no easy task. Having the support of a community of practice is essential, not only in terms of support, shared practices, resources and perspectives, but as the construction of a shared identity where acceptance, freedom and trust are the common denominator. Confronting hidden feelings and fears is complicated, and opening to others can be intimidating. Therefore, the need for a community of practice built on the premises of comprehension and humbleness is paramount.