||This article analyses how the increased importance of self-access centres and independent learning has given rise to a new profession: the language learning adviser. It does this by identifying and examining the distinctive features of advising in relation to teaching and learning, and by comparing the advising model - used at the University of Hull and adopted by other Higher Education institutions (Project SMILE)1 with the person-centred counselling model. These models utilise dialogue to encourage reflection on learning and understanding of self in relation to language, and to promote self-organised learning (Harri-Augstein &amp;amp; Thomas, 1991). We conclude by highlighting the need for further research and development to ensure the professionalisation of this role.
||Tots els drets reservats.
||Article ; recerca ; article ; publishedVersion
Independent Learning ;
Learner Autonomy ;
Learning Support ;
||Links & Letters, N. 7 (2 000) , p. 111-126, ISSN 1133-7397