Human Resources as a Primary Consideration for Learning Space Creation

Abstract

This paper discusses language learning space creation within third level institutions in Japan – specifically self-access language centres (SALCs). Human resources are particularly important considering that language learning is, both a difficult task that can be facilitated through expert support, and a necessarily communicative, interactive endeavour. It suggests that the first issue designers of new learning spaces may wish to consider is educational staffing, and gaining institutional approval for the necessary funding from the outset if possible. As the history of SALCs clearly shows, adequate and appropriate staffing remains key in order for optimal and broad learning gains to occur. One of the earliest evaluative studies of SALCs was conducted by Gardner and Miller (1997) in Hong Kong. The finding of most salience to this discussion is that “the SAC manager’s post should be full-time as should some of the tutor’s posts” (Gardner & Miller, 1997, p. 118). As a non-traditional learning environment where student and ‘teacher’ roles are repositioned, a SALC does not function within the same parameters as, for example, a language classroom. SALCs tend to employ learning advising rather than teaching. “While both the disciplines of advising in language learning and language teaching attempt to improve students’ language competence and learning ability, and would generally state both as desired learning outcomes, the weighting given to each goal is different” (Carson, 2012, p. 247). Those involved in setting up and running a SALC need to bear in mind different factors, and have a different knowledge base and skills set. Or, at least, they must have the time to develop this new knowledge and skills set, which can be problematic if this role is merely an addition to a wider job role.