Folake Oyedepo presentation by GeAb2hXa









The tendency to
seek personal
interest is
inherent in every
individual. For
instance, you will
look out for
yourself first in a
group picture.
    Everyone desires that his or her interest be considered,
especially in things that directly affect them. Likewise, the
foreign language student looks out for his or her interest.
    Thus, the teacher must accommodate students in the
curriculum plan. The foreign language teacher should
prepare the curriculum and the entire learning process with
the students’ needs in mind. Foreign language students
require both extrinsic and intrinsic motivation and the
teacher can aid this.
    A curriculum that is defined in terms of the students'
needs not only attracts the students, but also ensures their
   Curriculum has various definitions. In a
broad sense, a curriculum may refer to all
courses offered in a school.
   Traditionally, curriculum is seen to mean a
statement or statements of intent-what
should be of a course or study, the entire
learning activities (Nunan 1).
   A curriculum therefore must focus the
psychological structure and educational
experiences of the students.

    This is the traditional           Learner centered is
curriculum. It is planned and    different from
implemented with aims and        traditional/teacher centered
objectives before there is any   because it is a collaborative
encounter between teacher        effort between teachers and
and learner.(Nunan 2)            learners, since learners are
The curriculum is seen from      closely involved in the
the perspective of the teacher   decision making process
because a teacher is the         regarding the content of the
prime agent of curriculum        curriculum and how it is
development.                     taught (Nunan 2).
  Second language              Monitor Theory: This is a
  acquisition is the process   popular theoretical
  by which people learn a      framework of adult second
  second language in           language acquisition.
  addition to their native     Monitor Theory
  language. It is both a       hypothesizes that adults
  subconscious and             have two independent
  conscious process .          systems for developing
                               ability in second
                               languages, subconscious
* They are adults, their       language acquisition and
  mode of assimilating a       conscious language
  new language is different    learning, and that these
  from that of children.       systems are interrelated
                               (Krashen 1).
   If you are a second language student, what
    will your needs be?
   If tables were switched between you and your
    students, what would you like to change?
   Would you have taken the language you
    teach if it were foreign to you?
   What language would you have been
    interested in? Why?
   The teacher considers the goals and the sequence of
    the teaching-learning process and locates the
    students in that sequence by constructing a student-
    centered, learner friendly curriculum.
   Concrete learning should be done before abstract
    learning because learning is most meaningful when a
    person learns through interaction with his
   The curriculum, educational activities and the learning
    environment should be structured towards realizing
    the set objectives of the teaching process.
   It provides learners with efficient learning
   It assists learners identify their own preferred
    ways of learning.
   It helps develop the skills needed to navigate the
   It helps the learners to set their own objectives
   It encourages learners to adopt realistic goals
    and time frames.
   It helps develop learner’s skills in self-
The learner?

   Ask for their interest. They may like culture, language,
    history, beliefs, values, dressing, sports, foods, taboos,
    etc. Let them know they can’t learn a culture without the
   Ask them why they want to learn the language, (and hope
    it’s not because they want easy grades). Offer them more
    reasons why they need the language.
   Correct their misconceptions and stereotypes about your
    language and culture (if any).

   They want to be heard, listen to them.
   The adoption of a learner-centered orientation implies differentiated
    curricula for different learners. So, Prepare a culturally responsive
    student centered curriculum which can sustain diverse students’ interest.
    They are of diverse backgrounds and interests, so, find a common
    ground to accommodate each individual’s experience in your curriculum.
   Know that your students performance is directly proportional to your
    ability as a teacher.
   Build a culturally responsive diversity class to make your communication
    with your students rewarding and effective; talk across boarders, history,
    but be relevant.
   Develop relevant stories and/ or questions for each lesson.
   Teach from concrete to abstract using the students’ immediate
    environment and experience before the wider world experience e.g
    cafeteria, family, work, terms etc.
   Show interest in their other areas of life, if they invite you,but don’t get
    too informal.
   Introduce fun in your class, like painting, making posters, music
   Know your students.
   Know your subject matter.
   Make your curriculum flexible enough to
    accommodate what they want to learn and
    what they have to learn.
“Curriculum Design” Macquarie University
      12/01/2009 . WEB
David Nunan. The Learner-Centered Curriculum: A study in
      Second Language Teaching. New York: Cambridge, 1998.
Krashen Stephen. Second Language Acquisition and
      Second Language Learning.New York: Pergamon Press,
      1981. Print.
“What is Curriculum?”
      curriculum.htm. 12/01/2009.WEB

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