Browse by subject 'Learner-dependent / learner-driven activities'
Web Guide (GPG)
Evaluating tandem interactionsThis article provides an overview of the principles of tandem learning. It then focuses on the types of assessment (self assessment, formal assessment, holistic approach) which can be used to provide a rounded evaluation of tandem interaction.
Language advisingThere is a well developed educational argument (examined elsewhere in the Good Practice Guide) which considers independent learning a desirable goal of Higher Education.The shift in language learning from a teacher-led to a more learner-centred approach and the increased use of a variety of media and technologies has required a repositioning of the teacher and a reappraisal of the teachers skills. Within this context a new professional role, distinct from the teacher, has emerged. Terms such as facilitator, mentor, counsellor, adviser, helper, learner support officer and consultant have been used to characterise such role and identify differences in skills and functions with the teaching profession.This article focuses on the skills and practices of language advising.
