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Mirjana Ljiljak-Vukajlovic, Director of LINGVA Foreign Langugage School from Valjevo, participated as YALS representative in the Regional Workshop Crete 'Setting Up of Language Resource Center, from 1-4 November 2000, co-organised by the Council of Europe through European Centre for Modern Languages and the Ministry of National Education Greece, with the help of Technical University of Crete (KEGEP). After the ten-year period of isolation, this is the second time that YALS teachers were officially offered by ECML to take part in an international gathering and share the experience of the innovatory projects of their counterparts from other countries. 36 participants from Switzerland, Albania, Greece, Malta, France, FYR Macedonia, Cyprus, Croatia, Romania, Sweden, Russia, Turkey, Austria, Iceland, Slovenia and Yugoslavia took part in the events. The concept of the workshop was to provide a comprehensive grasp of all issues which are important in setting up of a language resource centre, i.e. both the methodological and the practical ones, with a special emphasis given to the aspect of multiculturalism and multilingualism.

In 'What is Self-Learning'' plenary session, Nicole Poteaux of University Louis Pasteur, Strasbourg, France, explained the general conept of self-directed learning and its application to learning in language resource centers. LRC's , which comprise paper medium, video, TV, audio tapes, IT (Cd's, Internet, DVD's) and speaking workshops, are becoming a necessity with a changed role of the learner, who has to cope with increasingly higher standards of knowledge and demonstrate more initiative and autonomy in his actual job, whereby the learning process becomes 'life-long' and requires flexibility and adaptibility both on the part of the learner and the teacher. Resources are not only limited to technology, which provides more authentic materials; teachers are also viewed as part of available resources, as members of the learning team, rather than the ultimate authority. LRC's do not mean solitude or isolation – interaction with other students and teachers is implied. How the students are to be trained in self-directed learning was expanded in 'Learning Strategies' sessions held by Nicole Poteaux and Alan Ginet of Stendhal University in Grenoble, France, where special emphasis was given to the need to take the learners into account in terms of individual differences, enable them to profile their competences, understand their own attitudes and cognitive strategies, and capitalise on their knowledge of the world in order to reinforce motivation. Advantages and disadvantages of multimeadia and hypermedia were discussed in detail. In the final session, participants were offered a hands-on experience in a DVD based class. Io Taktsidou of Aristotle University of Thessaloniki presented development of a vocational language learning program called 'Xenios: Do You Speak Economics?' to be implemented in 6 languages and commercially offered in CD format. The philosophy, organisation and resources of the Language Research and Resource Center at the Technical University in Crete were introduced by Director Catie Condostanos, and its practice in teaching students how to use self-access materials and resources directly discussed with the teachers working at the Centre. Especially informative was the presentation of the'Internet use for task-based second language learning' by Anne McKay, who expounded three major fields of the Internet use: replication of paper-based exercises, communication opportunities in a target language and authentic materials. Sigurdson Eyjolfur of the Centre of Languages at University of Iceland presented the self-access programs based on the principles of individualisation of learning and flexibility of organisation. One of the concrete results of those programs is the Centre Internet site, where most of the materials are connected to Iceland, thus specifically contributing to the multilingualism and multiculturalism of Europe. These concepts were more broadly discussed by Christophoros Haralambakis, who rounded off his lecture with the statement that linguistic hegemonism should be opposed and linguistic human rights of speakers of all languages strongly promoted. Catherine Seewald of European Centre for Modern Languages, Graz Austria, introduced the current ECML programme of activites, including the European Year of Languages 2001.

The Crete Regional Workshop was very versatile and rewarding, both as regards the official programme and the hospitality offered by the Greek organisers, which helped establish smooth communication and rapport among participants. Apart from minor technical inconveniences in operating the DVD equpiment, which caused delays but at the same time underlined the importance of the teacher's role, all the tasks listed in the programme were carried out. The programme was so packed and intense that very little time could be used for a direct group work of ordinary participants. Mirjana Ljiljak-Vukajlovic presented some of the ways of the Internet use at LINGVA School of Foreign Languages, which aroused interest among a number of participants. A written report of Lingva Internet experiences was given to KEGEP, which will further disseminate its copies among the interested teachers. She also took opportunity to introduce YALS and its aims of promoting quality language teaching. All the participants received written copies of all presentations as well as additional material from ECML representative, and are thus well equipped to disseminate the experiences from this workshop to their colleagues both orally and in 'hard copies'.

It was agreed by most participants that in future events connected to setting up and development of language resource centers greater emphasis should be given to more practical aspects of LRC project implementation, which would include demonstration of specific syllabuses, time schedules and lesson plans for guided use of the resources such as the Internet and DVD's.

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