ジェレムス ミシェル

In order to develop language learner autonomy, educators need to take a different approach from the ‘one size fits all’ language classroom (Kato & Mynard, 2016). One key ingredient in fostering autonomy, particularly in the Self-Access Learning Center (SALC) setting, is providing students with opportunities for reflective dialogue (Gardner & Miller, 1999), and the practice of advising in language learning (ALL). In this paper, I reflect on my first advising session with a learner. The session focused on three advising strategies (restating, empathy and complimenting). These strategies were chosen in order to reflect on my ability to use them effectively in an advising setting. Reflection was done through the examination of transcribed excerpts of dialogue, and listening back to the recorded session. It is my hope to add to the field of literature on first-time advising sessions and reflective practice.