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This article examines the development of the practice of advising in language learning (ALL) and the related establishment of a distinctive role for language learning advisors (LLAs) in the context of Modern Languages in Higher Education. It firstly defines ALL, its principles and interdisciplinary contributions to the construction of reflective dialogue which lies at the heart of advising; these come, inter alia, from counselling, psychology, and coaching. Secondly, it discusses the gradual shift from two distinctive practices (language teaching and advising for language learning) to a more highly integrated academic practice which utilises intentional, skilful reflective dialogue as its distinctive professional feature for successful, sustained, learning conversations. Thirdly, it illustrates this shift through advisors’ professional development stories and their professional needs. Finally, it identifies areas for further research and professional preparation of ALL practitioners and concludes by reflecting on the challenges facing universities, and the positive contribution which ALL can make to address them.

This paper seeks to illustrate how the use of Internet resources (specifically email and the Web) can affect and enhance language learning and cultural understanding, modify the learning environment, reduce the barriers which time, space and societal differences may create, be a source of motivation, and redefine the role of teachers and learners. Although it is based on an ongoing project, it already provides practical evidence of some advantages email and Internet resources can bring to the language learner and to the teacher. A detailed evaluation of the language outcomes is under way, but incomplete at the time of writing. This paper is nevertheless more concerned with other variables of language learning and teaching which the author considers fundamental to reach a successful degree of language use.

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