Student-Centered Learning in Foreign Language Education
Student-Centered Teaching and Learning
Foundation
The focus on student-centered teaching and learning is a relatively recent development, stemming from the cognitive paradigm, a reaction to the behaviorist approach.
Behaviorist Paradigm
Also known as the behaviorist paradigm, this approach views learning as the acquisition and modification of habits. Its focus is on observable and verifiable behavior, independent of internal processes. In foreign language learning, this is achieved through repetition of models and control of form.
Cognitive Paradigm
- Theories based on Noam Chomsky’s generative and transformational linguistics moved away from structuralism.
- The fundamental shift involved attention to internal mental processes, observing that language acquisition involves the subject constructing their own grammar.
- A distinction was made between competence (linguistic competence) and performance (practical realization of that competence).
- Constructivism, particularly Ausubel’s significant learning theory, understands learning as a process of knowledge construction where new information is integrated into the subject’s existing cognitive structure. The subject actively processes external information, providing a creative and personal response, adapting their schemas to that information.
- The student is not merely a receiver but an active constructor of knowledge.
Applications
Several general didactic principles are derived from the cognitive paradigm:
- The autonomy principle
- The negotiation principle
- The effectiveness principle
- The diversity principle
Student-Centered Foreign Language Curriculum
Student-centered teaching aims to maximize each student’s potential and increase their motivation.
In language classes, it’s advisable to consider the language needed to express what students already know, enabling them to express themselves in another language.
A progressive process is essential, starting with a basic level of responsibility for the student.
The first step is to analyze the needs to be addressed.
During information gathering, the difference between real and perceived needs must be considered.
In a student-centered approach, any decision should be modifiable.
Stating and Prioritizing Objectives
When stating an objective, gather information from:
- Educational outcomes
- Stage curricular plans
- Area analysis of specific needs and objectives
Student participation may involve prioritizing objectives, reformulation, specification, amplification, and even elimination.
Selection and Organization of Content
The legal framework for Primary stage teaching and the foreign language area (RD 1513-Annex II) distinguishes four content sections:
- Oral language (Listening and Speaking)
- Written communication (Reading and Writing)
- Knowledge about language
- Socio-cultural aspects and Intercultural awareness