Self-disclosures in foreign language learning counselling: Changes over time in novices’ practices

Abstract

This interactional-analytic study investigates the evolving use of self-disclosures by pre-service teachers, acting in their role as novice foreign language learning (FLL) counsellors across a seven-session cycle. Building on previous research on their interactive potential, the analysis of three case studies reveals that novices initially employ self-disclosures to bridge interactional gaps. Over time, their use becomes functionally diversified and increasingly aligned with specific FLL counselling goals, including preparing and legitimizing advisory actions, fostering reflection and transformative learning, and supporting solution-oriented strategies. Finally, self-disclosures assume an argumentative function, addressing internal resistance, harmonising conflicting perspectives and bridging between divergent positions. These developments illustrate the co-adaptive interplay between the novices’ growing professional interactional competence, accumulated interactional history, and adaptations that follow the transformative learning dynamics. The findings underscore that self-disclosures function not only as multifunctional resources but also as instruments of professional development, enabling novices to engage in reflective, goal-oriented, and transformative counselling practices.