Establishing Self-Access: From Theory to

This book examines establishing, maintaining and developing self-access language learning (SALL). While much of the book presents practical ideas dealing with issues related to SALL, they are supported by references to relevant literature and research. This link between theory and practice makes the debate about SALL accessible and makes the book a useful resource for those establishing and running self-access learning facilities, from pre-service teacher trainees to experienced teachers and from managers of self-access centers to administrators.

List of figures

x

List of tables

xii

Acknowledgements

xv

Introduction

1

(4)

PART I THEORETICAL PERSPECTIVES

5

(78)

Background to self-access language learning

5

(32)

Introduction

5

(1)

Definitions

5

(3)

Elements of self-access

8

(3)

Issues in establishing self-access

11

(9)

SALL environments

20

(1)

Justifying SALL

20

(11)

The costs of SALL

31

(3)

Summary

34

(1)

Tasks

35

(1)

For discussion

36

(1)

Learners' and teachers' beliefs and attitudes about language learning

37

(14)

Introduction

37

(1)

Learners' beliefs about language learning

37

(1)

Teachers' beliefs about language learning

38

(2)

Differences between learners' and teachers' beliefs about language learning

40

(2)

Cultural influences

42

(1)

Preparing learners for self-access language learning

43

(1)

Preparing teachers for self-access language learning

43

(4)

Learners' and teachers' beliefs about self-access language learning

47

(2)

Summary

49

(1)

Tasks

50

(1)

For discussion

50

(1)

A typology of self-access

51

(14)

Introduction

51

(1)

Types of self-access facilities

52

(5)

Learner support structures

57

(1)

A self-access typology

57

(1)

Self-access system flexibility

58

(6)

Summary

64

(1)

Tasks

64

(1)

For discussion

64

(1)

Management of self-access facilities

65

(18)

Introduction

65

(1)

Defining management

66

(3)

Approaches to management

69

(2)

Managing a self-access centre

71

(6)

Managing classroom self-access

77

(1)

Involving learners

77

(1)

Training managers

78

(2)

Evaluation

80

(2)

Summary

82

(1)

Tasks

82

(1)

For discussion

82

(1)

PART 2 PRACTICAL PERSPECTIVES

83

(158)

Learner profiles

83

(13)

Introduction

83

(1)

A definition of a learner profile

84

(1)

The goals of using learner profiles

84

(2)

The benefits to learners

86

(1)

The benefits to teachers

87

(1)

What a learner profile looks like

88

(1)

Constructing learner profiles

88

(5)

Updating profiles

93

(1)

Access to information

94

(1)

Summary

94

(1)

Tasks

95

(1)

For discussion

95

(1)

Materials for self-access language learning

96

(27)

Introduction

96

(1)

Published language-learning materials

97

(4)

Authentic materials

101

(4)

Specially produced materials

105

(2)

Student contributions to materials

107

(2)

A note about generic materials

109

(4)

Stocking a self-access centre

113

(1)

Knowing how good your materials are

113

(1)

Implications for self-access materials development

114

(7)

Summary

121

(1)

Tasks

122

(1)

For discussion

122

(1)

Self-access activities

123

(16)

Introduction

123

(1)

Getting started

123

(6)

Ideas for self-access activities

129

(7)

General activities in a self-access centre

136

(2)

Summary

138

(1)

Tasks

138

(1)

For discussion

138

(1)

Physical settings and resourcing

139

(17)

Introduction

139

(1)

The classroom

139

(4)

Library

143

(2)

Self-access centres

145

(9)

Summary

154

(1)

Tasks

155

(1)

For discussion

155

(1)

From teacher-directed to self-access learning

156

(24)

Introduction

156

(1)

Getting started in self-access learning

157

(6)

Designing and implementing self-access learning

163

(11)

Reflecting on self-access

174

(4)

Summary

178

(1)

Tasks

178

(1)

For discussion

178

(2)

Counselling

180

(25)

Introduction

180

(1)

Classroom teachers and self-access counsellors

180

(3)

Managing counsellors

183

(3)

Practical skills for working in a SAC

186

(2)

Counsellor training

188

(5)

Effective counselling

193

(1)

Non-counselling duties

194

(2)

Alternative counselling

196

(5)

Summary

201

(2)

Tasks

203

(1)

For discussion

203

(2)

Assessment in self-access learning

205

(20)

Introduction

205

(1)

Purposes of assessment

205

(1)

Kinds of assessment

206

(10)

The content of assessments

216

(4)

The administration of assessments

220

(2)

Using the results of assessments

222

(1)

Summary

223

(1)

Tasks

224

(1)

For discussion

224

(1)

Evaluation of self-access language learning

225

(16)

Introduction

225

(1)

Reasons for evaluating self-access learning

226

(2)

Measuring efficiency and effectiveness

228

(4)

The focus and effect of evaluations

232

(1)

Deciding what to evaluate

233

(1)

Matching evaluations to self-access goals

233

(3)

Evaluation tools

236

(1)

Sources of data

237

(1)

A step-by-step guide to conducting an evaluation of self-access

238

(1)

Summary

238

(2)

Tasks

240

(1)

For discussion

240

(1)

PART 3 CASE STUDIES

241

(21)

Introduction

241

(1)

Case study I: Self-access in primary school

242

(5)

Case study 2: Self-access in a secondary school

247

(5)

Case study 3: Self-access in a university

252

(5)

Case study 4: Self-access in a private language school

257

(5)

References

262

(10)

Index

272

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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

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