Effective Self-Access Language Learning Centers
Self-Access Language Learning (1996)
A report by Sara Cotterall, who visited six tertiary institutions to boost the effectiveness of existing resources for language teaching.
Objectives
Visit the independent language centers of several tertiary institutions in Europe and Asia.
Aims
- Inspect the physical layout, resources, and facilities of the various centers.
- Discuss with staff their experience managing their center to identify features contributing to efficient and productive use of the facilities by users.
- Discuss research projects in progress.
Facilities and Services Overview
Individual listening booths, CD-ROMs, CALL, book collections, etc. Some SACs offer orientation, training, and/or counseling.
Characteristics of Successful SACs
1. Learner Support
Learners are supported before, during, and after each visit to the center in a variety of ways.
Before
Support revolves around psychological and methodological preparation.
- Psychological preparation: Persuading learners to try self-instruction, facilitating a change of attitude about language learning, and helping learners build self-confidence in their ability to work independently of the teacher.
- Methodological preparation: Developing learners’ awareness and ability to use a range of learning tactics, such as analyzing needs, setting objectives, and monitoring progress. It also involves acquiring a certain level of technical understanding of language learning.
During
Support during SAC visits includes providing staffing (staff that assist the learner in what they need), documentation (user-friendly catalogs, diaries, or logs for recording work completed or in progress), materials (CD-ROM, CALL, TV, books, etc.), and ongoing training (workshops in tactics for goal-setting, progress monitoring, etc.).
After
Effective learner support extends beyond the physical confines of the SAC in the form of ongoing dialogue and awareness-raising about the language learning process. This support is provided by documents such as learner logs or diaries, which encourage learners to reflect on the process and manage and monitor their learning activities.
2. Materials
The second characteristic identified as contributing to the effective function of the centers visited was the wide range of interesting, up-to-date language learning materials and activity types (CALL, CD-ROMs, TV, books, grammar worksheets, user-friendly material!). The resources provided for learners include not only language learning materials but also a wide range of “learning to learn” documents.
3. Technology
High caliber and excellent range of technology provided (Satellite TV, CD-ROM, CALL software, individual booths, etc.). The technology available in a SAC is only as useful as the learner support mechanism in place. It is vital in a self-directed learning system that technology be at the service of the learners and not vice versa.
4. Management
A department that regulates and plans the committee functions and concerns about policy matters.
5. Research Activity
A program of active research into aspects of self-access learning.
Principles of Good SAC Practice
The following features might characterize good professional practice in running a SAC:
- Users are encouraged to plan their learning and develop their awareness as language learners.
- Learner training is provided.
- A wide range of learning options is catered for.
- A large amount of high-interest, recent language learning material is provided.
- Relevant target language reference documents are provided.
- Learning-to-learn materials are provided.
- Access conditions and the cataloging system are as user-friendly and transparent as possible.
- Good communication systems with staff of language departments are maintained at all times.
- Staff of language departments are committed to participating in decisions affecting layout, resourcing, and ongoing materials development of the SAC.
- Attempts are made to integrate user-initiated SAC practice activities into curriculum language work.