Self-Access Learning and Advising: Promoting Language Learner Autonomy Beyond the Classroom
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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.
KeywordsSelf-access Advising Learner autonomy Learning beyond the classroom
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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