What Language Advising Is & What Makes My Approach Special

Language learning can be exciting but also challenging. Many learners struggle not just with grammar or vocabulary but with motivation, confidence, and emotional ups and downs.

This is where language advising plays a crucial role. It offers personalized support that goes beyond traditional teaching methods, focusing on the learner’s whole experience.

This post explains what language advising is, how it differs from language teaching, what a typical advising session looks like, and how my approach as a language advisor stands out by integrating insights from positive psychology and my own PhD research, focusing on affective factors in language learning.

What Is Language Advising?

Columbia University in the City of New York | Berick Center for Student Advising (https://www.cc-seas.columbia.edu/csa)

Language advising is a form of language learning support that helps learners reflect on their individual experiences, challenges, and goals. Unlike teaching, which focuses on delivering language content and skills, advising centers on guiding learners through a reflective dialogue. This dialogue encourages learners to explore their motivations, learning habits, and emotional responses to language study.

The goal of language advising is to empower learners to take control of their own learning process which in turn allows them to flourish as language learners.

Advisers listen carefully, ask thoughtful questions, and help learners identify strategies that fit their unique needs. This support often takes place in a language center or online, where learners can access personalized guidance tailored to their journey.

Source: Mynard, J., & Carson, L. (2012). Advising in Language Learning: Dialogue, Tools and Context.

Language advising services were originally only offered in language centers, at universities and language schools, and were meant to complement language classes. Since online services have become more and more accessible however, these services have progressively started being offered online, in 1:1 or group sessions.

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Pixel Conference. What Learner Advising is, What the history of its development is, and How it differs from Language Teaching

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How Language Advising Differs from Language Teaching

Language Teaching differs from Language Advising in fundamental ways.

Language teaching typically involves structured lessons, grammar explanations, vocabulary drills, and practice activities. The teacher’s role is to provide knowledge and correct errors. In contrast, language advising focuses on the learner’s personal experience and feelings about learning.

Here are some key differences:

• Focus: Teaching targets language skills; advising targets learner’s mindset and strategies.

• Role: Teachers instruct; advisers facilitate self-discovery.

• Approach: Teaching follows a curriculum; advising adapts to individual needs.

• Outcome: Teaching aims for language proficiency; advising aims for learner autonomy, self-direction, and motivation.

  
  

Language advising complements teaching by addressing the emotional and psychological side of learning, which often influences success more than knowledge alone.

Typical Language Advising Individual Session Flow

A typical language advising session lasts about 60 to 90 minutes and follows a flexible structure designed to encourage open conversation:

1. Welcome and rapport building

   The adviser creates a safe, supportive space where the learner feels comfortable sharing.

   
   

2. Exploring current experiences

   The learner describes recent language learning activities, challenges, and feelings.

   
   

3. Reflective dialogue

   The adviser asks open-ended questions to help the learner analyze their motivation, strategies, and obstacles.

   
   

4. Identifying goals and needs

   Together, they clarify what the learner wants to achieve and what support is needed.

   
   

5. Strategy development

   The adviser suggests practical approaches tailored to the learner’s style and emotional state.

   
   

6. Action planning

   The learner commits to specific steps before the next session.

   
   

7. Closing and feedback

   The adviser summarizes key points and invites feedback on the session.

   
   

This flow encourages learners to become more aware of their learning process and to develop skills for self-regulation and resilience.

Source: The Role of Language Advisor: A Guidebook. [Guidebook]. European Commission. https://doi.org/543020-LLP-1-IT-KA2-KA2MP

Typical Long-Term Advising Flow

Language advising is most effective when it happens over several sessions, allowing for ongoing reflection and adjustment. A long-term advising process looks like this, each layer of advising bringing its own benefits and challenges for the learner:

① Initial assessment

Understanding the learner’s background, beliefs, motivation, and emotional relationship with language learning.

② Goal setting

Defining clear, realistic objectives that include both language skills and affective goals like confidence or emphasis on learning activities that bring joy and contentment.

③ Regular sessions

Meeting every few weeks to discuss progress, challenges, and emotional shifts.

④ Adjusting strategies

Revising learning plans based on what works and what doesn’t, always considering the learner’s feelings and motivation.

⑤ Building autonomy

Helping learners develop tools to manage their own learning beyond the advising relationship.

⑥ Bridging deep transformation

Supporting learners to orient themselves towards self-directed lifelong learning.

This ongoing process supports learners in navigating ups and downs, maintaining motivation, and building a positive mindset toward language learning, and ultimately, lifelong learning, outside of the restricted realm of language learning. As you might gather, this process takes a while, so I typically advise specific learners for periods of 3 to 6 months minimum.

Approaches in transformational advising. Source: Kato, S., & Mynard, J. (2016). Reflective dialogue: Advising in language learning. New York: Routledge.

What Makes My Approach Special

My approach to language advising stands out because it is deeply rooted in 3 specific pillars:

• my own experience as a gifted, self-directed language learner,

• positive psychology research insights,

• and my own PhD work on the affective factors in language learning.

Positive psychology in particular is about focusing on people's strengths, well-being, and flourishing rather than just fixing problems. This perspective deeply shapes how I support learners:

• I emphasize positive emotions like joy, curiosity, awe and pride to boost motivation and long-term perseverance.

• I make it a point to emphasize what is already working in the learner's system, instead of just focusing on 'issues'.

• I help learners develop resilience to handle setbacks without losing confidence.

• I encourage mindfulness and self-compassion to reduce anxiety and frustration.

• I integrate research findings on how emotions influence memory, attention, and learning effectiveness.

• I use reflective dialogue to help learners recognize and build on their emotional strengths.

  
  

This approach creates a more holistic form of language learning support that addresses both the mind and heart of the learner. It helps learners not only improve their language skills but also enjoy the process and feel more confident in their abilities.

Sources:

Books & Textbooks that form the core of my practice.

Guidebooks & Books:

• The Role of Language Advisor: A Guidebook. [Guidebook]. European Commission. https://doi.org/543020-LLP-1-IT-KA2-KA2MP

• Mynard, J., & Carson, L. (2012). Advising in Language Learning: Dialogue, Tools and Context.

• Seligman, M. E. P. (2011). Flourish: A Visionary New Understanding of Happiness and Well-being. Free Press.

• Budzińska, K., & Majchrzak, O. (Eds.). (2021). Positive Psychology in Second and Foreign Language Education. Springer.

• Kato, S., & Mynard, J. (2015). Reflective Dialogue: Advising in Language Learning. Routledge.

• Clare, A., Gregersen, T., & Mercer, S. (2025). Positive Language Education: Teaching Global Life Skills in the Language Classroom. Routledge.

• [PUBLICATION TO COME] Gregersen, T., Driver, M., Mercer, S., & MacIntyre, P. D. (2027). Advancing Research on Positive Psychology in SLA: Deconstructing Misconceptions. Multilingual Matters.

Academic Literature:

• Yamashita, H. (2015). Affect and the Development of Learner Autonomy through Advising. Studies in Self-Access Learning Journal, 62–85. https://doi.org/10.37237/060105

• Kato, S. (2020). 学習アドバイジングにおける学習者オートノミーの育成: 脳メカニズムへの影響に関する一考察: Promoting learner autonomy through advising in language learning: Effects on the brain system.

• Shelton-Strong, S. J. (2022). Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 26(5), 963–985. https://doi.org/10.1177/1362168820912355

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Language advising offers a unique kind of support that helps learners understand and manage their emotions, motivation, and strategies. By focusing on the affective side of language learning and using positive psychology, my approach helps learners build confidence and enjoy their language journey more fully. If you want to take control of your learning experience and find personalized support, language advising might be the key to unlocking your potential. Consider reaching out to me or exploring resources to start your reflective dialogue today.

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Learn more about positive psychology here: https://ameaningoflife.org/happiness/positive-psychology/

and here: https://positivepsychology.com/blog/