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dc.contributor.authorReinders, Hayo
dc.date.accessioned2014-07-08T02:28:22Z
dc.date.available2014-07-08T02:28:22Z
dc.date.issued2004-12
dc.identifier.issn0814-7094
dc.identifier.urihttps://hdl.handle.net/10652/2447
dc.description.abstractThe purpose of this study is to investigate the rationale, structure, pedagogy, resourcing, perceptions of effectiveness and direction of self-access centres (SACs) in New Zealand and Australia. The senior staff in 14 centres were interviewed and completed a guided survey form. The results of this study suggest that the positioning, pedagogy and direction of SACs in Australasia reflect remarkable achievements for a relatively new innovation; however, the results suggest that work is still needed to support the development of SACs and to set standards so that SACs become established both as an academic service and as an organisational entity within post-compulsory education in New Zealand and Australia.en_NZ
dc.language.isoenen_NZ
dc.publisherNational Centre for English Language Teaching and Researchen_NZ
dc.relation.urihttp://www.ameprc.mq.edu.au/docs/prospect_journal/volume_19_no_3/19_3_2_Anderson.pdfen_NZ
dc.rightsThis is a preprint of an article submitted for consideration in Prospect : An Australian Journal of Teaching/Teachers of English to Speakers of Other Languages (TESOL) © National Centre for English Language Teaching and Research 2004 which is available online.en_NZ
dc.subjecten_NZ
dc.subjectself-access centres (SACs)en_NZ
dc.subjectself-directed learningen_NZ
dc.subjectESOLen_NZ
dc.subjectTESOLen_NZ
dc.subjectAustraliaen_NZ
dc.subjectNew Zealanden_NZ
dc.titleSelf-access : positioning, pedagogy and directionen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderNational Centre for English Language Teaching and Researchen_NZ
dc.subject.marsden130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)en_NZ
dc.identifier.bibliographicCitationAnderson, H., Reinders, H., Jones-Parry, J. (2004). Self-access : positioning, pedagogy and direction. Prospect : An Australian Journal of Teaching/Teachers of English to Speakers of Other Languages (TESOL) 19 (3), 15-26. NOTE: This is research undertaken for the University of Auckland, prior to the author being affiliated with the Unitec Institute of Technology.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.spage15en_NZ
unitec.publication.lpage26en_NZ
unitec.publication.volume19 (3)en_NZ
unitec.publication.titleProspect : An Australian Journal of Teaching/Teachers of English to Speakers of Other Languages (TESOLen_NZ
unitec.peerreviewedyesen_NZ


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