Advisor, Counselor, Mentor, Coach - What Should We Call
Ourselves?

C 2020

Advisor, Counselor, Mentor, Coach - What Should We Call Ourselves?

LENNON, Joseph

Základní údaje

Originální název

Advisor, Counselor, Mentor, Coach - What Should We Call Ourselves?

Autoři

LENNON, Joseph (840 Spojené státy, garant, domácí)

Vydání

Hong Kong, The Teacher's Role in Developing Learner Autonomy, od s. 40-54, 15 s. Autonomous Language Learning series, 2020

Nakladatel

Candlin & Mynard ePublishing Limited

Další údaje

Jazyk

angličtina

Typ výsledku

Kapitola resp. kapitoly v odborné knize

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

tištěná verze "print"

Odkazy

Publisher's webpage

Kód RIV

RIV/00216224:14640/20:00116049

Organizační jednotka

Centrum jazykového vzdělávání

ISBN

978-1-6592-7135-5

Klíčová slova anglicky

autonomy; ELT; mentoring; counseling; language learning

Příznaky

Mezinárodní význam

Změněno: 20. 4. 2021 21:15, PaedDr. Marta Holasová, Ph.D.

Anotace

V originále

Language educators committed to promoting learner autonomy often take on various roles which can be dramatically different from received beliefs (either their own or their students’) about what a teacher is. Although the word “teacher” can encompass a wide spectrum of roles, various forms of autonomous learning might require more precise and more descriptive titles for certain roles. There are many alternatives to the word “teacher” to consider (“advisor,” “coach,” “counselor,” “facilitator,” “guide,” “mentor,” etc.) but how can a team of teachers decide which of these to use in which situations, considering the many complicated influences (such as culture, language, and personal connotations) on how they and their students perceive these words? In this article I briefly review some insightful discussions on the connection between teachers’ roles in autonomous learning and the terms used to describe these roles, and then suggest some practical activities designed to help teachers uncover unexpected associations and prejudices hidden in the words they use to define themselves. I focus especially on the role which has been variously called “language counselor/counsellor” or “language advisor,” discussing some of the factors my colleagues, my students and I have considered as we have debated possible titles for this role in the Masaryk University Language Centre’s “English Autonomously” course.

Citovat

LENNON, Joseph. Advisor, Counselor, Mentor, Coach - What Should We Call Ourselves? In Kateřina Sedláčková, Barbora Chovancová and Štěpánka Bilová. The Teacher's Role in Developing Learner Autonomy. Hong Kong: Candlin & Mynard ePublishing Limited, 2020, s. 40-54. Autonomous Language Learning series. ISBN 978-1-6592-7135-5.

@inbook{1671283,
   author = {Lennon, Joseph},
   address = {Hong Kong},
   booktitle = {The Teacher's Role in Developing Learner Autonomy},
   editor = {Kateřina Sedláčková, Barbora Chovancová and Štěpánka Bilová},
   keywords = {autonomy; ELT; mentoring; counseling; language learning},
   howpublished = {tištěná verze "print"},
   language = {eng},
   location = {Hong Kong},
   isbn = {978-1-6592-7135-5},
   pages = {40-54},
   publisher = {Candlin & Mynard ePublishing Limited},
   title = {Advisor, Counselor, Mentor, Coach - What Should We Call Ourselves?},
   url = {https://www.candlinandmynard.com/brno.html},
   year = {2020}
}

TY  - CHAP
ID  - 1671283
AU  - Lennon, Joseph
PY  - 2020
TI  - Advisor, Counselor, Mentor, Coach - What Should We Call Ourselves?
VL  - Autonomous Language Learning series
PB  - Candlin & Mynard ePublishing Limited
CY  - Hong Kong
SN  - 9781659271355
KW  - autonomy
KW  - ELT
KW  - mentoring
KW  - counseling
KW  - language learning
UR  - https://www.candlinandmynard.com/brno.html
N2  - Language educators committed to promoting learner autonomy often take on various roles which can be dramatically different from received beliefs (either their own or their students’) about what a teacher is. Although the word “teacher” can encompass a wide spectrum of roles, various forms of autonomous learning might require more precise and more descriptive titles for certain roles. There are many alternatives to the word “teacher” to consider (“advisor,” “coach,” “counselor,” “facilitator,” “guide,” “mentor,” etc.) but how can a team of teachers decide which of these to use in which situations, considering the many complicated influences (such as culture, language, and personal connotations) on how they and their students perceive these words? In this article I briefly review some insightful discussions on the connection between teachers’ roles in autonomous learning and the terms used to describe these roles, and then suggest some practical activities designed to help teachers uncover unexpected associations and prejudices hidden in the words they use to define themselves. I focus especially on the role which has been variously called “language counselor/counsellor” or “language advisor,” discussing some of the factors my colleagues, my students and I have considered as we have debated possible titles for this role in the Masaryk University Language Centre’s “English Autonomously” course.
ER  -

LENNON, Joseph. Advisor, Counselor, Mentor, Coach - What Should We Call Ourselves? In Kateřina Sedláčková, Barbora Chovancová and Štěpánka Bilová. \textit{The Teacher's Role in Developing Learner Autonomy}. Hong Kong: Candlin \&{} Mynard ePublishing Limited, 2020, s.~40-54. Autonomous Language Learning series. ISBN~978-1-6592-7135-5.

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