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Shelton-Strong, S.J, & Tassinari, M. G. (2022). Facilitating an autonomy-supportive learning climate: Advising in language learning and basic psychological needs. In J. Mynard, & S. J. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom. A self-determination theory perspective (pp. 185–205). Multilingual Matters.

Tassinari, M. G. (2022). Complexity in advising for language learning: From theory to practice. Studies in Self-Access Learning Journal, 13(2), 182–198. https://doi.org/10.37237/130202

Tassinari, M. G. (2022). Autonomie und Sprachlernberatung. In A. Feldmeier Garcia, M. Haddara, M. David, S. Wind, & J. Böddeker (Eds.), Alphalernberatung. In der Grundbildungsarbeit beraten. Grundlagen und Praxisbeispiele (pp. 33–45). Waxmann.


Mozzon-McPherson, M. & Tassinari, M. G. (2020). From language teachers to language learning advisors. A journey map, Philologia Hispalensis, 34(1), 121–139. https://dx.doi.org/10.12795/PH.2020.v34.i01.07


Bennett, Ph., & Tassinari, M. G. (Eds.) (2019). Teacher and advisor education for learner autonomy. Relay Journal. Research and Practice in Autonomy, 2(2). https://drive.google.com/file/d/1vqzNC-80Jb4bje0u1keS6EtuQrkzR8ql/view


Tassinari, M. G. (2017). How language advisors perceive themselves: Exploring a role through narratives. In C. Nicolaides & W. Magno E Silva (Eds.), Innovations and challenges in applied linguistics and learner autonomy (pp. 305–336). Pontes.


Tassinari, M. G. (2016). Emotions and feelings in language advising discourse. In C. Gkonou, D. Tatzl & S. Mercer (Eds.), New directions in language learning psychology (pp. 71–96). Springer.