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.
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Notes
- 1.
The term ‘self-access facility’ is a catch-all expression, which incorporates all types of spaces—physical and virtual, large and small—for self-access learning. Some self-access facilities are referred to as Self-Access Centers (SACs) or Self-Access Learning Centers (SALCs) in this chapter.
- 2.
An advisor education program is offered by the Research Institute for Learner Autonomy Education (RILAE) at Kanda University of International Studies (https://kuis.kandagaigo.ac.jp/rilae/).
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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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Mynard, J. (2019). Self-Access Learning and Advising: Promoting Language Learner Autonomy Beyond the Classroom. In: Reinders, H., Ryan, S., Nakamura, S. (eds) Innovation in Language Teaching and Learning. New Language Learning and Teaching Environments. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-12567-7_10
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