the practice of language advising at the faculty of modern foreign languages at the federal...

8/19/2019 The practice of language advising at the Faculty of Modern Foreign Languages at The Federal University of Pará, Brazil.pptx

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Languages (FALEM)

at the Federal University of P(UFPA)

P r o f . M S c . S á d i e S a a d

y M o r h y

F e

d e r a l U n i v e r s i t y o f P a r a ( U F P A )

e

l e ! " A ! a # o n $ e g i o

n " r a # i l


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Language Advising

•What is it?•Why do it?

•Who does it?

•How is it done?•Some results.


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Language Advising: some defnit

Advising in language learning inprocess and practice o helping

direct their own paths so as to beeective and more autonomoulearners !"A#S$%& '(%A#)* +,-+* p.

Advising consists o a meeting between a studeadvisor to identiy learning needs* establish prioritiesplan and discuss approaches to learning !e.g. discussion o learning strategies/ !#01)0#S* +,,2* p.23/.

Source: %$#'A)* +,-+.


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Language Advising: what is it

•'onitoring model to improvestudents4 learning.

•Support networ5.

•

#esearch activity.


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Why we do it?

6here are students who:• ace di7culties&

• are passive in their learning&

• are uncertain about whatstudying a oreign languageinvolves&

• need a more personali8edsupport.

Source:+,-.


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Who is involved?•Advisers and Advisees:

Source: '$#H(. ersonal fle. $ctober*+,-+.


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How is it done?

Language Advisers:• Advisers4 meetings: techni;uestudies.

• Scheduled advising: negotiateprovo5ed.


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How is it done?Advisees !students/:

• 'eetings.• Sub


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6he adviser4s role

6he adviser4s role becomes that o=bridging fgure4 who helps in this transrom the classroom to the independlearning environment. 6heir duties wil

both practical and technical !'$>'cH0#S$%* +,,-* p.--/.


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6he )ialogue* 6ools and "onte@t 'odel or AdLanguage Learning

Source: '(%A#)* +,-+* p. .


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)ealing with autonomy:

Advisers unction as a sca%olding aas such:

help in establishing goalsand action plans to achiev

them& negotiate activities&

reBect on attitudes and woon replanning goals&


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)ealing with motivation:

•

#aise awareness o motivationalaspects: importance& Buctuation&

•#eBect on strategies to 5eep motivat

as encouragement to learning&

• 6al5 about how students can handle


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6able used in advising

PE$S&'AL &ALS

hat * +ould li,e...

SUEST*&'S-

&MM*TME'T

hat should * do...

P$&$ES

/o+ +as

0erfor!anc DEL( -+

AE9ES6 -+

F

S060'G0# -+

F

$"6$G0# -+

F

%$0'G0# -+

)0"0'G0# -+

L1S6 $I 9$ALS J #$99#0SS


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0@ample: Advisee - J SKdie !in Dune*

PE$S&'AL &ALS

hat * +ould li,e...

SUEST*&'S-&MM*TME'T

hat should * do...

P$

/o

0erf * +ould li,e to read

2etter in English.

* +ant to co!!unicate

!ore in English.

* +ant to understand

!ore of +hat is 2eing

said in English.

* +ant to +rite !ore

correctly in English.

6ry to read whenever my teacher as5s& readboo5s in 0nglish& read comics& search or

motivation to read* as loo5 or things 1 li5e.

Spea5 even eel shy or spea5 wrong& try to get

it right& not to give up even i it is di7cult to

pronounce.

Listen to 0nglish songs& watch movies with

subtitles in 0nglish& listen to the radio& pay

more attention to listening* so 1 will be able to

reproduce what 1 hear* and will spea5 better

roduce te@ts in class* or complementary

activities* in the language course* at home&

read in order to write better* observing

structures and vocabulary.

DEL(

F

AE9ES6

F

S060'G0

F

$"6$G0#

F

%$0'G0


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Some results:

Advisees:

• 'otivational aspects.

• Aspects o empowerment.

Language Advisors:• 6heoretical gain.

• #eBection o the group ater eacmeeting.

•6ransormation as teachers.


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$EFE$E'ES:

"A#S$%* L.& '(%A#)* D. 1ntroduction. 1n: '(%A#)* D.& "A#S$%* L. !0ds./ Advising in lang)ialogue* tools and conte@t. Harlow* E: earson 0ducation* +,-+. p.+F.

'$>>$%'cH0#S$%* '. Language advising: towards a new discursive world. 1n: '$>>$'.& 1S'A%S* #. !0ds./ Beyond Language Teaching towards Language Advising. London:

+,,-. p. 2++

'(%A#)* D. A suggested model or advising in language learning. 1n: '(%A#)* D.& "A# Advising in language learning: dialogue* tools and conte@t. Harlow* E: earson 0ducation* +

#01%)0#S* H. Eniversity language advising: is it useul? Refections in English language te%o. -. +,,2. p. 233+.

*!ages:9066(. Student who aces diculties. osted on %ov * +,-. Available at:

http:NNwww.essential5ids.com.auNdevelopmentadviceNspecialneedsNwhatisschoolli5eorachildwi7culties+,---,--gM5

'$#A0S* A. University Camus! aero view. osted on $ct * +,--. Available at: https:NNpicasaweb.google.comNlhNphotoN>MSEWIOElha22slEt'606(myDy,liipIm,?ulle@i

%$#'A). Two "aths. osted on 6uesday* Ieb +Q* +,-+. Available at: http:NN

nomadicpolitics.blogspot.com.brN+,-+N,+Ntworoadsdiverged

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