ABSTRACT
This chapter discusses the impact of the transformations with respect to self-access language learning in two of the largest technical institutes in New Zealand. It explores autonomy in relation to six spaces, and then examines the spaces for self-access language learning in the authors' institutions, including some implications for educators and learners. The chapter discusses a range of learning spaces and explain why it is important to successfully encourage a sense of belonging and autonomous development within students. It aims to help inform practitioners in institutions where redevelopment projects are currently being undertaken. Institutions are a product of past political and philosophical environments and a reflection of current thinking and financial positions. The spaces identified are discussed with respect to the ongoing restructuring, renewal and reconstruction of self-access centres in the authors' institutions. Spaces intended to support students' autonomous learning also needs to cater for students' emotional lives.
