The relationship between self-access centres and sociocultural elements in language learning

Al Ghazali, F 2007, The relationship between self-access centres and sociocultural elements in language learning , in: TESOL Arabia, 2007, United Arab Emirates. (Unpublished)

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Abstract

Abstract As Kennedy and Edwards (1998) point out, infusing an innovation into a different society is not always easy due to the cultural discrepancy between adopters of the innovation from one side and its recipients from the other. This dissimilarity sometimes acts as a barrier against the acceptance of the innovation particularly if it is not planned thoroughly, and both implementers and recipients in dealing with it are not acknowledged of the outcomes and the solutions it may provide to many of their problems. In discussing the relationship between culture and change, this paper investigates the approach adopted by Jones (1995:228-34) in establishing a Self-Access Centre (SAC) in Cambodia. This approach was narrated by Jones in his paper "Self-access and culture: retreating from autonomy". This includes discussing the rationale and philosophy underlying the approach; the procedures implemented; the way Jones viewed the Cambodian culture and the way he dealt with it; and finally Jones’ decision to retreat from autonomy. In evaluating the strengths and weaknesses of the approach, I have offered the alternative suggestion of an eclectic approach to establishing a SAC for learners whose culture and upbringing have predisposed them against autonomy. Key Words: Learner autonomy, independence, individualisation, self-access centre, culture and change, cultural adaptation,

Item Type:	Conference or Workshop Item (Paper)
Themes:	Media, Digital Technology and the Creative Economy
Schools:	Schools > School of Humanities, Languages & Social Sciences > Centre for Linguistics and Applied Linguistics Schools > No Research Centre
Refereed:	Yes
Depositing User:	Dr. Fawzi Al Ghazali
Date Deposited:	16 May 2012 13:01
Last Modified:	16 Feb 2022 14:19
URI:	https://usir.salford.ac.uk/id/eprint/22727

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