Federal University of Para (UFPA)

Belem, Amazon Region, Brazil

Prof. MSc. Sdie Saady Morhy

at the Faculty of Modern Foreign

Languages (FALEM)
at the Federal University of Para
(UFPA)

Language Advising
What is it?
Why do it?
Who does it?
How is it done?
Some results.

Language Advising: some definitions

Advising in language learning involves the

process and practice of helping students to
direct their own paths so as to become more
effective and more autonomous language
learners (CARSON; MYNARD, 2012, p. 4).

Source: NORMAD, 2012.

Advising consists of a meeting between a student and an

advisor to identify learning needs, establish priorities, develop a
plan and discuss approaches to learning (e.g. through a
discussion of learning strategies) (REIDERS, 2007, p.79).

Language Advising: what is it for?

Monitoring model to improve
students learning.
Support network.
Research activity.

Why we do it?
There are students who:
face difficulties;
are passive in their learning;
are uncertain about what
studying a foreign language
involves;
need a more personalized
support.

Source: GETTY,
2014.

Who is involved?
Advisers and Advisees:

Source: MORHY. Personal file. October,

2012.

How is it done?
Language Advisers:
Advisers meetings: techniques and
studies.
Scheduled advising: negotiated or
provoked.

How is it done?
Advisees (students):
Meetings.
Subjects we deal with:
setting goals;
action plan;
implementation of forms of control
over learning involving their
autonomy and motivation;
constant evaluation plans; advising

The advisers role

The advisers role becomes that of a
bridging figure who helps in this transition
from the classroom to the independent
learning environment. Their duties will be
both practical and technical (MOZZONMcPHERSON, 2001, p.11).

The Dialogue, Tools and Context Model for Advising in

Language Learning

Source: MYNARD, 2012, p. 33.

Dealing with autonomy:

Advisers function as a scaffolding and
as such:
help in establishing goals
and action plans to achieve
them;
negotiate activities;
reflect on attitudes and work
on replanning goals;

Dealing with motivation:

Raise awareness of motivational
aspects: importance; fluctuation;
Reflect on strategies to keep motivation
as encouragement to learning;
Talk about how students can handle it.

Table used in advising:

LIST OF GOALS PROGGRESS
PERSONAL GOALS
What I would like...

SUGGESTIONS/
COMMITMENT
What should I do...

PROGRESS
How was my
performance...
JULY

----1----2----3----4----5

AUGUST

----1----2----3----4----

5
SEPTEMBER ----1----2----3---4----5
OCTOBER

----1----2----3----

4----5
NOVEMBER ----1----2----3----4----5
13

DECEMBER

----1----2----3----

Example: Advisee 1 Sdie (in June, 2012)

PERSONAL GOALS
What I would like...
I would like to read
better in English.

SUGGESTIONS/COMMITMENT
What should I do...
Try to read whenever my teacher asks; read
books in English; read comics; search for
motivation to read, as look for things I like.

I want to communicate
Speak even feel shy or speak wrong; try to get
more in English.
it right; not to give up even if it is difficult to
I want to understand
more of what is being
said in English.
I want to write more
correctly in English.

pronounce.

PROGRESS
How was my
performance...
JULY

----1----2----3----

4----5
AUGUST

----1----2----3----

4----5
Listen to English songs; watch movies with
subtitles in English; listen to the radio; pay
more attention to listening, so I will be able to
reproduce what I hear, and will speak better
Produce texts in class, for complementary
activities, in the language course, at home;
read in order to write better, observing
structures and vocabulary.

SEPTEMBER ----1----2---3----4---5
OCTOBER

----1----2----

3----4----5
14
NOVEMBER ----1----2----3----

Some results:
Advisees:
Motivational aspects.
Aspects of empowerment.
Language Advisors:
Theoretical gain.
Reflection of the group after each
meeting.
Transformation as teachers.

REFERENCES:
CARSON, L.; MYNARD, J. Introduction. In: MYNARD, J.; CARSON, L. (Eds.) Advising in language learning:
Dialogue, tools and context. Harlow, UK: Pearson Education, 2012. p.3-25.
MOZZON-McPHERSON, M. Language advising: towards a new discursive world. In: MOZZON-McPHERSON,
M.; VISMANS, R. (Eds.) Beyond Language Teaching towards Language Advising. London: Central Books,
2001. p. 7-22
MYNARD, J. A suggested model for advising in language learning. In: MYNARD, J.; CARSON, L. (Eds.)
Advising in language learning: dialogue, tools and context. Harlow, UK: Pearson Education, 2012. p. 26-40.
REINDERS, H. University language advising: is it useful? Reflections in English language teaching. Vol. 5.
No. 1. 2007. p. 79-92.
Images:
GETTY. Student who faces difficulties. Posted on Nov 3, 2014. Available at:
http://
www.essentialkids.com.au/development-advice/special-needs/what-is-school-like-for-a-child-with-learning-d
ifficulties-20141103-11g63k
MORAES, A. University Campus, aero view. Posted on Oct 4, 2011. Available at: https://
picasaweb.google.com/lh/photo/ZV63SUWFKX3Ulha77slKUtMTjNZETYmyPJy0liipFm0?full-exif=true
NORMAD. Two Paths. Posted on Tuesday, Feb 28, 2012. Available at: http://
nomadicpolitics.blogspot.com.br/2012/02/two-roads-diverged-jimmy-carters-speech.html