| Data: |
2000 |
| Resum: |
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. |
| Drets: |
Aquest material està protegit per drets d'autor i/o drets afins. Podeu utilitzar aquest material en funció del que permet la legislació de drets d'autor i drets afins d'aplicació al vostre cas. Per a d'altres usos heu d'obtenir permís del(s) titular(s) de drets.  |
| Llengua: |
Anglès |
| Document: |
Article ; recerca ; Versió publicada |
| Matèria: |
Learner Autonomy ;
Self-access Centre ;
Self-access Learning ;
Self-instruction ;
Staff |
| Publicat a: |
Links & letters, N. 7 (2 000) , p. 95-109, ISSN 1133-7397 |
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