De profesores de idiomas a asesores de aprendizaje de idiomas: un Itinerario de viaje

• Maria Giovanna Tassinari ^[2] ; Marina Mozzon-McPherson ^[1]
  1. [1] University of Hull

     University of Hull

     Reino Unido

     
  2. [2] Freie Universität Berlin
• Localización: Philologia hispalensis, ISSN-e 2253-8321, ISSN 1132-0265, Vol. 34, Nº 1, 2020, págs. 121-139
• Idioma: español
• DOI: 10.12795/PH.2020.v34.i01.07
• Títulos paralelos:
  • From language teachers to language learning advisors: a journey ma
• Enlaces
  • Texto completo
• Resumen
  • español

    En este artículo se examina el desarrollo de la práctica del asesoramiento en el aprendizaje de idiomas (ALL, Advising in Language Learning) y el consiguiente establecimiento de una función distintiva para los asesores en el aprendizaje de idiomas (LLAs, Language Learning Advisors) en el contexto de las lenguas modernas en la enseñanza superior. En primer lugar, se define la ALL, sus principios y aportaciones interdisciplinares a la construcción de un diálogo reflexivo en el centro del asesoramiento; estas provienen, entre otros, del asesoramiento, de la psicología y del coaching. En segundo lugar, se analiza el cambio gradual desde dos prácticas distintivas (la enseñanza de idiomas y el asesoramiento para el aprendizaje de idiomas) a una práctica académica más integrada que utiliza el diálogo reflexivo intencional y eficaz como característica profesional distintiva para diálogos pédagogicos eficaces y continuos. . En tercer lugar, se ilustra este cambio a través de los relatos de desarrollo profesional de los asesores y sus necesidades profesionales. Por último, se identifican las áreas en las que se debe seguir investigando y preparando profesionalmente a los especialistas de ALL y se concluye con una reflexión sobre los retos a los que se enfrentan las universidades y la contribución positiva de ALL puede para abordarlos.

  • English

    This article examines the development of the practice of advising in language learn-ing (ALL) and the related establishment of a distinctive role for language learning advi-sors (LLAs) in the context of Modern Languages in Higher Education. It firstly defines ALL, its principles and interdisciplinary contributions to the construction of reflective dialogue which lies at the heart of advising; these come, inter alia, from counselling, psychology, and coaching. Secondly, it discusses the gradual shift from two distinctive practices (language teaching and advising for language learning) to a more highly integrated academic prac-tice which utilises intentional, skilful reflective dialogue as its distinctive professional fea-ture for successful, sustained, learning conversations. Thirdly, it illustrates this shift through advisors’ professional development stories and their professional needs. Finally, it identifies areas for further research and professional preparation of ALL practitioners and concludes by reflecting on the challenges facing universities, and the positive contribution which ALL can make to address them.

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