Shifting roles: From language teachers to learning advisors

Morrison, B. R. and Navarro, D. (2012) Shifting roles: From language teachers to learning advisors. System, 40(3), pp. 349-359. (doi: 10.1016/j.system.2012.07.004)

Full text not currently available from Enlighten.


Although learning advisors are often qualified teachers, the skills they apply, such as those discussed by Kelly (1996), require a significant shift in approach regarding interaction with students. As teachers reorient themselves to advising, their role changes quite markedly from teaching language to advising on learning (Mozzon-McPherson, 2001). This challenging move requires professional development training to support and ease the shift in professional roles (Hafner and Young, 2007). As part of the professional development for advisors at Kanda University of International Studies (KUIS) in Japan, advisors undertake a series of ‘observations’ where they record and reflect on advising sessions. An analysis of these reflections was undertaken with a view to identifying common themes which provide important insights and practical implications for teachers considering advising and those involved in professional development for educators. The findings of the study show that the skills most commonly referred to are goal-setting, guiding, questioning and attending. A further skill of negotiation of meaning was also observed as being important in successful advising sessions. A greater understanding of these skills can inform language teachers who take on learning advisor roles.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Morrison, Dr Bob
Authors: Morrison, B. R., and Navarro, D.
College/School:College of Arts > School of Modern Languages and Cultures > Language Centre
Journal Name:System
ISSN (Online):1879-3282
Published Online:11 August 2012

University Staff: Request a correction | Enlighten Editors: Update this record