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Self-Access Learning and Advising: Promoting Language Learner Autonomy Beyond the Classroom

  • Jo Mynard
Chapter
Part of the New Language Learning and Teaching Environments book series (NLLTE)

Abstract

This chapter examines self-access learning and advising, which are two interconnected areas of innovation taking place in language education in Japan. After a brief summary of some key points related to learner autonomy and learning beyond the classroom, the author gives a general overview of self-access and advising. This includes a discussion of how and why self-access and advising are being introduced in Japan, and how self-access in Japan is operationalised. The chapter also explores how colleagues in Japan are innovating in seven areas of self-access: staff development, attracting student users, developing social learning communities, advocating voluntary participation, language policy, space design, and self-access materials. The ‘lessons learned’ sections indicate where future directions for the field lie.

Keywords

Self-access Advising Learner autonomy Learning beyond the classroom 

Notes

Acknowledgements

I am grateful to feedback, suggestions and references from Curtis Edlin, Huw Davies, Satoko Kato, David McLoughlin and the editors of this volume on earlier drafts of this chapter.

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Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Jo Mynard
    • 1
  1. 1.Kanda University of International StudiesChibaJapan

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