Marina Mozzon-McPherson had been assigned the “Counselling/Advising” worm and the reason we couldn’t agree on whether to use “counseling” or “advising” is because practitioners in the field themselves cannot agree.  Whatever you want to call the term, practices towards advising are heavily influenced by institutions and determined by expectations towards self-access.  Marina gave a good overview of what counseling/advising training should include and that the underpinning key principles in advising should be that “learning is a dynamic process of negotiation” involving a social component, and that language learning involves a learner’s “identity, values and beliefs”.  She talked a little about her own identity as an Italian learning English and at one point taking elocution classes to reduce her Italian accent. She made us all laugh when she told us that her teacher pointed out that as long as she still moves her hands about a lot, everyone will know she’s Italian regardless of her accent. The anecdote did highlight how important identity is to a language learner. Marina came to realize that she did not want to lose her Italianness.  She discussed the interactional model in advising which takes in a student’s needs, aptitude, learning style, interests, attitudes and beliefs, motivation and study habits.  She brought up the notion of “community of practice” and discussed the person-centred model. I could see overlap here with what Barbara mentioned with her “plan-do-review” model as it includes action planning, goal-setting and reviewing.  Marina finished with discussing advising tools including needs analysis, reflective logbooks and recording sessions.