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Within self-access learning there has been a gradual shift towards incorporating approaches to learning involving strong elements of peer interaction. In the USBI Xalapa self-access learning centre (SALC) that is part of the Universidad Veracruzana in Veracruz, Mexico, work placement students (WPS) have begun to run daily conversation workshops with students from the centre. By drawing on the works of Acuña González, Avila Pardo, & Holmes Lewendon (2015), Murray (2014), and Hughes, Krug, & Vye (2011) relating to peer-supported learning in self-access environments, a small research project was developed to understand the effectiveness of the student-run workshops. This involved conducting interviews with WPS and English students who attended the workshops. By comparing and contrasting the responses, a rich, heterogeneous set of data was uncovered which provides insight into peer-centred learning. The findings suggest the need incorporate peer-based learning to break down hierarchical relationships in which power divisions construct a traditionalist learning environment governed by fear of making errors. Also, the role of WPS needs to be reconsidered to allow them to take a more active role in the institution due to their positive relationships with learners. Beyond these aspects, it can be seen that a deeper understanding of the role of peer interaction in learning environments is essential in self-access centres.

Youth and the Disruption of Power: Student-Run Conversation Workshops in a Mexican Self-Access Centre