ABSTRACT

The decision to establish a language advisory service at Victoria University of Wellington (VUW) arose out of a research collaboration amongst colleagues committed to promoting learner autonomy. The advisory service was promoted as an opportunity for language students to discuss their learning with an experienced language teacher and researcher, and was initially advertised through visits to first-year foreign language classes and colourful posters. Advising sessions lasted 30 minutes and took place in a quiet corner of the Centre for Independent Language Learning (CILL). Most sessions took place in English, but local CILL staff were available to interpret for members who preferred or needed to use Japanese. Another significant difference in positioning was that the CILL advisors were native speakers and trained teachers of the target language as well as experts on language learning. The major strength of the CILL advising sessions, in contrast, was the positioning of both advisors and learners as members of a community of practice.