Complexity in Advising for Language Learning: From Theory to Practice

Research on advising for language learning has benefited from various theoretical frameworks, such as sociocultural theory, ecological theory and, in recent years, the theory of complex dynamic systems. With its holistic perspective on second language acquisition, the theory of complex dynamic systems helps integrate the manifold aspects involved in language development. It recognizes the interrelation of individual and social aspects, of internal and contextual factors, and places the focus on the various, interconnected/inseparable dimensions of the language learning process. In this paper I will first illustrate some principles of complex dynamic systems theory and their impact on research on second language acquisition and language learner autonomy. Then, I will focus on advising for language learning, as a means of supporting learners as they become more autonomous and they implement change in their unique learning trajectories. Drawing on research on advising from the perspective of complex dynamic systems, I will show how this metatheory helps expand our understanding of advising beyond its conceptualization as a one-to-one interaction between a learner (advisee) and an advisor, by integrating the reflective dialogue between advisor and advisee into additional processes in which both advisor and advisee are involved. Finally, I will reflect on some implications for my own advising practice.