Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/40988
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dc.contributor.authorKrauthaker, Marion-
dc.date.accessioned2018-01-24T11:58:40Z-
dc.date.available2018-01-24T11:58:40Z-
dc.date.issued2017-11-01-
dc.identifier.citationJournal of pedagogic development, 2017, 7 (3), pp. 26-+ (9)en
dc.identifier.issn2047-3257-
dc.identifier.urihttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/406en
dc.identifier.urihttp://hdl.handle.net/2381/40988-
dc.description.abstractThis 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.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urihttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000419218000004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=8c4e325952a993be76947405d4bce7d5-
dc.rightsCopyright © 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.en
dc.subjectSocial Sciencesen
dc.subjectEducation & Educational Researchen
dc.subjectmodern languagesen
dc.subjectlanguage centresen
dc.subjectself-accessen
dc.subjectlearning needsen
dc.subjectpedagogical rationaleen
dc.subjectneoliberalismen
dc.subjecthigher educationen
dc.subjecteducational policiesen
dc.subjecteducational reformsen
dc.subjectEDUCATIONen
dc.titleA Reflection on Pedagogical Rationale in the Neoliberal University: The Case of Self-Access Language Centresen
dc.typeJournal Articleen
dc.identifier.eissn2047-3265-
dc.description.statusPeer-revieweden
dc.description.versionPublisher Versionen
dc.type.subtypeArticle;Journal-
pubs.organisational-group/Organisationen
pubs.organisational-group/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIESen
pubs.organisational-group/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Artsen
Appears in Collections:Published Articles, College of Arts, Humanities & Law

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