Self-access systems Lindsay Miller and Pamela Rogerson-Revell This paper proposes a framework for consideration when establishing a self-access centre. It describes four such centres and the different systems they use, and then outlines the differences between each centre’s rationale, human resources, and end-users. The paper suggests that the practical application of the system of self-access language learning must be examined before setting up a self-access centre. Making an informed decision about the type of self-access system, based on the rationale of the institution and the human resources available, will ensure an efficient system that suits the end-users. Introduction In recent years there has been renewed interest in self-access language learning, or SALL. This covers a wide range of areas within language learning, including: strategies for learning (Wenden, 1986, Porte, 1988, and Bertoldi et al., 1988); materials (Sheer-in, 1990); self-assessment (Blanch and Merino, 1989); organization and management of self-access centres, (SACS), (McDowell and Morris, 1989, and Mitchener, 1991); and types of SAC (Harding-Esch, 1982, Dickinson, 1987, Riley et al., 1989, Sheerin, 1991, and Miller, 1992). All of the above-cited references make significant contributions to the discussion on SALL. However, as McCafferty (undated: 19) states: Any system for learning or teaching a language has to be justified in at least two ways - in terms of rationale, which has to be explicit, defensible and relevant, and in terms of realistic and practical applications. In the view of Sheerin (1990: 147): . . . the system [our italics] of access plays a crucial role in ensuring that the learner has the freedom of choice that efficient information retrieval provides. So the rationale for choosing a particular system of self-access seems a fundamental decision; yet systems are rarely mentioned in the SALL literature. The aim of this paper is to briefly describe four self-access systems and consider how the rationale for establishing a SAC relates closely to (a) the human resources available or needed, and (b) the type of learners who use the facility. Types of self- In this section we describe four types of self-access systems, giving access systems examples of each. These examples will be discussed in more detail in the ‘Comparison of Systems’ section. 228 ELT Journal Volume 47/3 July 1993 © Oxford University Press 1993