Language Learning Beyond the Classroom: Access all Areas

Abstract

This paper argues for an environmental view of the relationship between self-access, the classroom and out-of-class learning. The self-access centre (SAC) developed as an alternative or complement to the classroom at a time when classroom instruction was considered the norm for language learning. In the light of increased opportunities for out-of-class language learning and questioning of the importance of classroom instruction to achieving high levels of proficiency, a holistic view of the in-class and out-of-class spaces in which languages are learned is now needed. The idea that languages are learned in ‘language learning environments’, in which the self-access centres are potentially one of many ‘settings’ for individuals’ language learning, is proposed as a framework for discussing issues of self-access planning and management.