Introduction: The Crucial Role of Peer-Learning in Language Learning Spaces

Abstract

Welcome to the second instalment of the Language Learning Spaces: Self-Access in Action column. While the first instalment examined the process of establishing facilities, this second instalment focuses on the role learners themselves play in the ecology of a self-access centre. When the self-access movement first started, many facilities were labelled Resource Centres and centred around providing physical resources (mainly books and audiovisual materials) for self-directed learning for individuals. In recent years, the rise of the Internet, which provides easy access to learning materials and authentic audio and visual from target language countries has challenged proponents of physical self-access spaces to assert their relevance to learners (Reinders, 2012). These technological advances, in addition to the growing recognition of the social dimension of both language learning and learner autonomy (Murray, 2014), have stimulated a shift from a resource-focused approach to self-access language learning, to one which emphasises the social aspect of learning. In some cases, the term self-access has been rejected altogether, in favour of social learning spaces (Murray, Fujishima & Uzuka, 2014). The previous column in SiSAL documented one such reinvention of a resource-based self-access centre into a social space (Allhouse, 2014).