Towards Advising for Language Teaching: Expanding Our Understanding of Language Advising

Abstract

I first became aware of advising in language learning when I was a freshman undergraduate student. At that time, as part of a learning project developed in a university course, advising was offered for language learners in situation of socioeconomic vulnerability. It turned out to be a very positive experience for me due to the feedback I received from the advisees with whom I worked. From this experience, I soon realized that language advising was a way of transforming learning trajectories as it empowered learners through a reflective dialogue. I then joined a research group that centered their efforts in fostering autonomy through language advising (see Magno e Silva, 2017), but differently from my research fellows, I was first a language advisor before becoming a language teacher.