Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/40988
Title: A Reflection on Pedagogical Rationale in the Neoliberal University: The Case of Self-Access Language Centres
Authors: Krauthaker, Marion
First Published: 1-Nov-2017
Publisher: University of Bedfordshire
Citation: Journal of pedagogic development, 2017, 7 (3), pp. 26-+ (9)
Abstract: This article describes the findings of a project which reviewed self‐access Language Centres (SALC) in the UK between 2014 and 2016. The aim was to delineate current practices and better understand the very irregular format of these facilities which do not exist, or have not survived, in some universities and range from state of the art buildings to a few shelves in the corner of libraries in others. Ten SALC were visited and twelve interviews of managing staff were conducted. The data collected established the landscape of SALC in terms of spaces, equipment, staffing, activities as well as planned development and challenges. The data analysis revealed that although their pedagogical mission, rationale and benefits have been demonstrated and widely accepted since the 1990s, SALC encounter major challenges in the second decade of the 21st century and find it difficult to justify their existence, attract regular funding and ensure their continuation. This situation is then considered in light of the latest educational reforms and the place given to the discipline of Modern languages. A discussion on pedagogical needs in the age of the corporate reform leads to suggesting a series of avenues to rethink SALC. Overall this project highlighted the importance of reflecting on our disciplines, facilities and values in a critical fashion and the urgency to connect our practices with a rapidly changing educational and political UK.
ISSN: 2047-3257
eISSN: 2047-3265
Links: https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/406
http://hdl.handle.net/2381/40988
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © the authors, 2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Appears in Collections:Published Articles, College of Arts, Humanities & Law

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