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Glenda R.Perey                                                                    GRTE 202
Bernard S. Feranil                                                                July 25, 2009


        Learner-centered curriculum (LCC) is based on three theoretical bases: the adult learning theory,
the communicative competency theory and proficiency theory. In adult learning theory, emphasis is given
to the learner’s individual experiences. The learners are treated as active participants and not passive
recipients of language learning. According to Nunan (1988), learners are concerned with past learning
experiences, their present concerns and future prospects. They value learning which has immediate use in
their lives. They also have the ability to control their own destinies. ALT is supported by progressivist
theory because the aim of the learner is to apply his knowledge in solving problems/situations which
he/she encounters. ALT is also grounded on existentialist philosophy because the learner’s personal
experience is valued. They are given a choice on how and what is learn in the teaching learning
interaction.


        In communicative competency theory, it sees that language abilities are developed through
activities which stimulate target performance. Its main objective is to allow learners to communicate
effectively in an appropriate context they are dealing with. Communicative theory is anchored upon the
progressivist philosophy because it emphasizes the use/application of language to deal with real world
problems and situations. It also highlights team building and cooperation that reinforce discussion and
problem solving. However, since learners are also entitled to make choices and experience life along with
its consequences, existentialism may also underlie it.


        The concept of language proficiency is also a theoretical basis of LCC. Richards (in Nunan,
1988) describes language proficiency in terms of performance of real world tasks. The curriculum based
in language proficiency aims to develop skills in which language can be used for specific purpose.
Progressivism is the philosophical basis for language proficiency because it involves the learners’ need to
apply language skills to perform real world tasks. It is also grounded on existentialism because the
learners have choice on where to apply the different language skills based on the social function that
he/she encounters in the real world.

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Curriculum and philosophy

  • 1. Glenda R.Perey GRTE 202 Bernard S. Feranil July 25, 2009 Learner-centered curriculum (LCC) is based on three theoretical bases: the adult learning theory, the communicative competency theory and proficiency theory. In adult learning theory, emphasis is given to the learner’s individual experiences. The learners are treated as active participants and not passive recipients of language learning. According to Nunan (1988), learners are concerned with past learning experiences, their present concerns and future prospects. They value learning which has immediate use in their lives. They also have the ability to control their own destinies. ALT is supported by progressivist theory because the aim of the learner is to apply his knowledge in solving problems/situations which he/she encounters. ALT is also grounded on existentialist philosophy because the learner’s personal experience is valued. They are given a choice on how and what is learn in the teaching learning interaction. In communicative competency theory, it sees that language abilities are developed through activities which stimulate target performance. Its main objective is to allow learners to communicate effectively in an appropriate context they are dealing with. Communicative theory is anchored upon the progressivist philosophy because it emphasizes the use/application of language to deal with real world problems and situations. It also highlights team building and cooperation that reinforce discussion and problem solving. However, since learners are also entitled to make choices and experience life along with its consequences, existentialism may also underlie it. The concept of language proficiency is also a theoretical basis of LCC. Richards (in Nunan, 1988) describes language proficiency in terms of performance of real world tasks. The curriculum based in language proficiency aims to develop skills in which language can be used for specific purpose. Progressivism is the philosophical basis for language proficiency because it involves the learners’ need to apply language skills to perform real world tasks. It is also grounded on existentialism because the learners have choice on where to apply the different language skills based on the social function that he/she encounters in the real world.