How can Independent Learning Centres mediate language learning and communication?
Hobbs, Moira; Dofs, Kerstin
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Citation:Dofs, K. & Hobbs, M. (2011). How can Independent Learning Centres mediate language learning and communication? In A. Feryok (Ed.), CLESOL 2010: Proceedings of the 12th National Conference for Community Languages and ESOL (pp. 47-54). Retrieved from http://www.tesolanz.org.nz/
Permanent link to Research Bank record:https://hdl.handle.net/10652/1703
Self-Access Centres (SACs) and Independent Learning Centres (ILCs) have been an integral part of many tertiary language schools around the world for several years. However, recently there have been restructurings, new developments, financial constraints and an on-going blossoming interest in distance and blended learning, all of which influence the functionality, effectiveness, utilisation and management of SACs. This paper reports on a qualitative research project throughout New Zealand, which benchmarks existing frameworks and services of Centres. Research methodology involves triangulating data from questionnaires, interviews and observations. Current issues arising from the research are: the philosophical and physical place of SACs within institutions and student programmes; support for ILCs from the institute, school and teachers; and the range and organisation of support services offered. Overarching this is enquiry into “Good Practice” for ILCs and linking this project to other current international studies.