Self-access : positioning, pedagogy and direction

Reinders, Hayo

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Date
2004-12
Citation:
Anderson, H., Reinders, H., Jones-Parry, J. (2004). Self-access : positioning, pedagogy and direction. Prospect : An Australian Journal of Teaching/Teachers of English to Speakers of Other Languages (TESOL) 19 (3), 15-26. NOTE: This is research undertaken for the University of Auckland, prior to the author being affiliated with the Unitec Institute of Technology.
Permanent link to Research Bank record:
https://hdl.handle.net/10652/2447
Abstract
The purpose of this study is to investigate the rationale, structure, pedagogy, resourcing, perceptions of effectiveness and direction of self-access centres (SACs) in New Zealand and Australia. The senior staff in 14 centres were interviewed and completed a guided survey form. The results of this study suggest that the positioning, pedagogy and direction of SACs in Australasia reflect remarkable achievements for a relatively new innovation; however, the results suggest that work is still needed to support the development of SACs and to set standards so that SACs become established both as an academic service and as an organisational entity within post-compulsory education in New Zealand and Australia.
Keywords:
self-access centres (SACs), self-directed learning, ESOL, TESOL, Australia, New Zealand
ANZSRC Field of Research:
130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)
Copyright Holder:
National Centre for English Language Teaching and Research

Copyright Notice:
This is a preprint of an article submitted for consideration in Prospect : An Australian Journal of Teaching/Teachers of English to Speakers of Other Languages (TESOL) © National Centre for English Language Teaching and Research 2004 which is available online.
Available Online at:
http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_19_no_3/19_3_2_Anderson.pdf
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This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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