College and University Educators Filling Gaps in the English Curriculum with Self-Access Learning Initiatives more

Sat, Jul 9, 10:35-11:00 Asia/Tokyo

Classroom-based language curricula are necessarily “one size fits all”, leading to potential gaps which self-access language learning can address through resources suited to individual learning goals. Moreover, centres can become social communities in which users learn from each other (Mynard, 2019). Through dialogue with learners and faculty, gaps in the English curriculum were identified and initiatives developed within our tight budgetary constraints. The questions that guided the development of our self-access centre were: 1. Why do many CEFR (pre-)A1 level learners rarely visit the teacher-run conversation lounge and what can be done to encourage their participation? 2. How can value be added for bicultural and “returnee” learners who are not well-served by required English classes? 3. What can be done to support the 10-15% of students in the English Department who choose to write their graduation thesis in English, considering their numbers are judged insufficient for a dedicated advanced academic writing class? Details will be provided of ongoing initiatives to encourage participation of lower-level students, involve bicultural and returnee students as active stakeholders, and provide writing support without a writing centre. In addition, presenters will invite ideas from the audience to address these common issues through autonomous learning.