Book contents
- Frontmatter
- Contents
- Series Editors' Preface
- Preface
- 1 Introduction
- 2 Curriculum Processes
- 3 Learner-Centred Curriculum Development
- 4 Pre-Course Planning Procedures
- 5 Planning Content
- 6 Methodology
- 7 Resources for a Learner-Centred Curriculum
- 8 Assessment and Evaluation
- 9 Evaluation and Professional Development
- 10 The Teacher as Curriculum Developer
- References
- Appendix
- Subject Index
- Author Index
4 - Pre-Course Planning Procedures
Published online by Cambridge University Press: 05 April 2013
- Frontmatter
- Contents
- Series Editors' Preface
- Preface
- 1 Introduction
- 2 Curriculum Processes
- 3 Learner-Centred Curriculum Development
- 4 Pre-Course Planning Procedures
- 5 Planning Content
- 6 Methodology
- 7 Resources for a Learner-Centred Curriculum
- 8 Assessment and Evaluation
- 9 Evaluation and Professional Development
- 10 The Teacher as Curriculum Developer
- References
- Appendix
- Subject Index
- Author Index
Summary
Introduction
As we saw in the preceding chapter, the learner-centred curriculum has among other things a utilitarian rational: skills and knowledge are taught because the learner wishes to utilise them for some purpose beyond the learning environment itself, not simply because they happen to be part of a subject or academic discipline. This is not to say that those (principally foreign) language courses which do not have a utilitarian rationale are necessarily precluded from embracing principles of learner centredness, merely that applications to such programmes is often less apparent.
It has been suggested that content in the learner-centred curriculum should be justified in terms of relevance and motivational potential for the learner. A subject-centred approach to curriculum design often results in very similar content specifications for learners with widely differing needs. However, planning procedures within learner-centred systems need to be developed which have the potential for generating differentiated curricula for different learner types. In a sense, each course, generated as it is for a specific group of learners, is unique.
The Starting Point
The starting point for learner-centred curriculum development is generally the collection of various types of biographical data. These may include current proficiency level, age, educational background, previous language courses, nationality, marital status, the length of time spent in the target culture and previous, current and intended occupation. It may also include language, educational and life goals.
- Type
- Chapter
- Information
- The Learner-Centred CurriculumA Study in Second Language Teaching, pp. 42 - 53Publisher: Cambridge University PressPrint publication year: 1988