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ELT Journal 2007 61(3):220-227; doi:10.1093/elt/ccm029
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© The Author 2007. Published by Oxford University Press; all rights reserved.

Establishing a self-access centre in a secondary school

Lindsay Miller, Elza Tsang Shuk-Ching and Mark Hopkins

Lindsay Miller is an Associate Professor at City University of Hong Kong. He researches into the areas of SALL and Academic Listening
Elza Tsang Shuk-Ching is an Instructor at Hong Kong University of Science and Technology. Her academic interests are SALL and reflective teaching/learning
Mark Hopkins is an Instructor at the Hong Kong University of Science and Technology. His academic interests include SALL, multilingualism, and language in education policy in Asia

Email: nlinds{at}cityu.edu.hk

Email: lcelza{at}ust.hk

Email: lcmark{at}ust.hk


  Abstract

This paper reports on establishing and running a Self-Access Centre (SAC) in a secondary school in Hong Kong. The impetus for establishing the SAC came from new government curriculum guidelines with a focus on promoting greater autonomy for school students in their English language education. The approach taken in establishing the SAC was to include as many staff as possible in discussions about how to develop autonomy in the school; to ensure teacher development was part of the process of creating the SAC; and to allow students to share in helping to develop, stock, and run the SAC.

Revised version received May 2005


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