||This paper presents a model designed to integrate a self-access system in a language learning institution. This model is based on the different tasks that need to be accomplished for such a system to work efficiently. It is argued that the links between the pedagogues (teachers and counsellors), the self-access centre staff (librarians and technicians) and the language institution are of central importance for the effective functioning of the self-access system. For this purpose, this paper introduces the figure of a 'self-access system co-ordinator', whose function is to ensure the interaction and co-operation among the different parts that make the self-access system. The model presented in this paper has been designed for language learning institutions that want to promote autonomous learning through the use of self-access facilities, and it can be applied to institutions that offer classroom-based language learning, as well as for self-instructional language learning contexts.
||Tots els drets reservats.
||Article ; recerca ; article ; publishedVersion
Learner Autonomy ;
Self-access Centre ;
Self-access Learning ;
||Links & Letters, N. 7 (2 000) , p. 95-109, ISSN 1133-7397