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Here, I should like to present a set of procedures for developing a learner-centered curriculum for adult ESL. Such a curriculum will contain similar comp onents to those contained in traditional curriculum development, that is needs analysis, goal and objective setting, methodology, (including materials development and adaptation), learning arrangements and evaluat ion.However, the key difference between learner-centred and traditional curriculum development is that, in the former, the curriculum is a collaborative effort between teachers and learners, since learners are closely involved in the decision-making process regarding the content of the curriculum and how it is taught. This change in orientation has major practical implications for the entire curriculum process since a negotiated curriculum cannot be introduced and managed in the same way as one which is prescribed by the teacher or the teaching institution. The practical aspects of introducing a learner-centred curriculum will also be explored with reference to the Australian Adult Migrant Education Program.