2022

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.

2020

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

2019

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

2017

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.

2016

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.