SLA RESEARCH ON SELF-DIRECTION: THEORETICAL AND PRACTICAL ISSUES

pedagogical aspects of it. Up to a certain point, I believe that this was the tendency in several
universities in Mexico. At that time I tended to think that the reason for this was that the
project in Mexico was not mature enough to overcome that stage of technicality and
practicality. However, this was not only a phenomenon of the early years of self-direction
literature and practice. As late as 1994, some people still were referring to the same attitude,
which is reflected in the first lines of Abrams' review of Wenden (1991):

In the light of recent writings on learner autonomy, some readers may
expect this book to focus on the establishment of physical structures in
the form of self-instruction centres. (Abrams; 1994, 280)

Thus, the main concern for many people involved in SAC projects seemed to be:
what to buy, how to display, where to put, how to advertise, etc. More than one writer has
compared self-access centres with supermarkets (Kenny: 1993, 434, Esch; 1994b, 63). It is
not that I do not see their point; the physical layout of a centre is important. As Jones states

The intentions of a good self-access centre will be reflected, among
other things, in the choice and arrangement of furniture and the
disposition of materials (Jones; 1995, 231)

However, these "other things" Jones mentions, have to be taken into consideration before
making decisions of the "what, where and how" sort. In addition to this, there is the strong
belief that it is the technological development that determines the concept of self-access:

the many references to computer-based support systems indicate that without such
systems the modem notion of self-access is not feasible. This is reasonable.

(Hall; 1995)

I am afraid that it is still not reasonable for me, since I think, like Gremmo and Riley,
that "hi-tech" facilities are not a priority in self-access centres, especially if we consider that
sometimes these facilities are "accompanied by a retrograde and unreflecting pedagogy"
(GremmoandRiley; 1995, 153).

Actually, I do agree that the physical hardware is part of the definition of the concept
of self-access. However, when opening a SAC, it is not enough to define it. It is necessary to
go beyond this level and analyse what working in a self-access centre implies for both,
teachers and students.

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