ABSTRACT
Dialogue between teachers and learners about the language learning process has always been an important aspect of promoting learner autonomy. This focus has evolved into the specialist role that we now call language advising or language counselling. In this chapter, I will begin by looking at some theoretical and psychological underpinnings of advising in language learning. Situated within a sociocultural view of learning, the advising dialogue can have a transformative effect on learners, helping them to develop a deep level of awareness of themselves and their learning processes, empowering them to take charge of their learning. Research in other fields, such as positive psychology and cognitive behaviour therapy, has also given us theoretical and practical tools on which to draw in order to further enhance the powerful dialogues we create with our learners. Drawing on these theories, I will look at some examples of current advising research and practice and also comment on some future directions.
