Article published in:The Hard Work–Entertainment Continuum: Teaching Asian languages in Australia
Edited by Andy Kirkpatrick, Yong Zhong and Helen Kirkpatrick
[Australian Review of Applied Linguistics. Series S 12] 1995
► pp. 119–130
A learner-centred foreign language curriculum for a large, diverse group of students? yes, it is possible
In the reality of learner diversity and large enrolment, how can we effectively deliver a foreign language curriculum that is learner-centred and communicatively-based, and that fosters learner autonomy? This paper proposes a curriculum innovation in which a curriculum holds two major components: one of self-directed learning project and the other of any syllabus type of one’s choice. The paper describes and discusses a case study, which is a trial of the proposed curriculum, then further makes recommendations for successful implementation of such a curriculum. The project section of the proposed curriculum has four stages: the introduction stage where the concepts and benefit of the project are introduced to learners; the planning stage where the learners draw learning contracts; the monitoring stage where the learners monitor and modify their learning; and the assessment stage where the learners assess their own performance in accordance with their learning contracts.
Published online: 01 January 1995
Cited by 1 other publications
Thomson, Chihiro Kinoshita, Hiromi Masumi-So & Fusako Osho
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