Establishing a self-access centre in a secondary school

Miller, Lindsay; Shuk-Ching, Elza Tsang; Hopkins, Mark

doi:10.1093/elt/ccm029

Cited by 7 publications

(5 citation statements)

References 2 publications

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“…The establishment of SACs is a continuing worldwide phenomenon, for example: 80 new SACs were set up in secondary schools by the Thai Ministry of Education in 2004 (Darasawang et al, 2007); over 200 SACs now operate in universities in Mexico (Chávez Sánchez, 1999); and SACs have been included as part of the 35 Peacekeeping English Projects around the world (British Council, 2009). SACs have been established by all tertiary institutions in Hong Kong (Pemberton et al, 2009) and self-access learning has been increasingly promoted within the Hong Kong secondary sector (Curriculum Development Council, 1999, 2001, 2002a, 2002bMiller et al, 2007).The large amount of money invested in SACs demonstrates the commitment of the global educational community to the promotion of learner autonomy although it might, in some cases, also demonstrate what Foskett and Lumby (2003) warn is the myth that "increasing resource allocation automatically raises levels of … achievement" (p128).…”

Section: The Widespread Implementation Of Sallmentioning

confidence: 99%

Managing self-access language learning: Principles and practice

Gardner

Miller

2011

System

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This paper is based on a research project looking at the management of self-access language learning from the perspective of the managers of self-access centres. It looks at the factors which influence the practice of seven managers of self-access language learning in tertiary institutions in Hong Kong. The discussion centres around five themes: how managers interpret key concepts within the field of learner autonomy and self-access learning, the managers' beliefs about self-access language learning and the factors which influenced them, the purpose of a self-access centre, and the factors which influence the implementation of self-access learning. Our conclusion is that managing self-access language learning is a complex process and unique to each context but there are underlying principles for effective management of SALL. We identify five of these principles.

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Section: The Widespread Implementation Of Sallmentioning

confidence: 99%

Managing self-access language learning: Principles and practice

Gardner

Miller

2011

System

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“…In the curriculum and assessment guide for secondary 4 -6 students (the Curriculum Development Council & the Hong Kong Examinations and Assessment Authority, 2007), recommendations were given concerning how to promote independent learning in secondary students. A project team consisting of curriculum development officers of EMB, and language consultants was then formed and assisted in establishing a number of self-access centres in secondary schools in Hong Kong (Miller et al 2007). While the Hong Kong government interprets autonomous learning as mainly students having self-access work in a self-access centre, autonomous learning at the tertiary level has expanded to virtual self-access centres, and other resources for selflearning such as message boards, discussion forums and websites that promote self-learning (Gui & Northern, 2013).…”

Section: Introductionmentioning

confidence: 99%

Language Learner Autonomy and Learning Contract: A Case Study of Language Majors of a University in Hong Kong

Chan¹

2015

OJML

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With the aim of developing first year undergraduate students' awareness and ability of autonomous learning, they were asked to do self-access work in an academic English proficiency course through drafting a learning contract outlining their learning objectives and submitting learning evidence regularly in the course of the semester. This study examines the content of the learning contract and the English language learning beliefs reflected from the learning objectives formulated, plus questionnaire results, and determines whether university students in Hong Kong are ready for autonomous learning or not. Based on the findings, the study examines whether Hong Kong university students are ready for autonomous learning, and discusses ways to deal with the challenges which might impede implementation of language learner autonomy in Hong Kong.

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“…This process covered materials evaluation, adaptation, design, production, exploitation and research. As materials developed was made for specific group of learners, then teachers have to ensure that the resource were suitable for their local context (McDonough et al, 2013;Miller et al, 2007).…”

Section: Methodsmentioning

confidence: 99%

The Value of Local Content in ELT Materials in Indonesia

Faizin

Permatasari

Aziz

2022

jele

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The new paradigm on the position of English in the world has shifted as now English was no longer the property of native speakers. This shifting paradigm challenge the traditional assumption of English teaching world on whether English teachers should incorporate local or target culture in their teaching materials. This is a qualitative research using critical literature review method. This article provides a discussion about the issue of representation of local content in English teaching materials in Indonesia context. The issue is analysed from various perspectives, they are: world Englishes, English as International Language, culture and identity, materials development and how they shape the idea of how English teaching materials in Indonesia should be developed. Conclusion and a few recommendations about the issue of local content in teaching materials in Indonesia are presented and discussed in the end of the paper.

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Establishing a self-access centre in a secondary school

Cited by 7 publications

References 2 publications

Managing self-access language learning: Principles and practice

Managing self-access language learning: Principles and practice

Language Learner Autonomy and Learning Contract: A Case Study of Language Majors of a University in Hong Kong

The Value of Local Content in ELT Materials in Indonesia

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