Diversification: The Key to Student-Centered Programs

• Published in: The Modern language journal (Boulder, Colo.) Colo.), 1972-10, Vol.56 (6), p.349-354
• Main Author: Lafayette, Robert C.
• Format: Article
• Language: English
• ISSN: 0026-7902; 1540-4781
• DOI: 10.1111/j.1540-4781.1972.tb04639.x

The foreign language profession harbors three basic ideas which prohibit methodological and curricular diversity: (1) success in foreign language study can only be achieved by a limited portion of the student population; (2) the curriculum is composed of a long sequence of courses each of which is dependent upon the successful completion of the preceding one; and (3) teachers find it difficult to include activities not already in their text. Methodological diversification implies a re-evaluation of present and past methodologies along with a serious examination of individualized instruction and large and small group learning. It also means providing students with opportunities to use the language in meaningful situations. Curricular diversification implies the implementation of terminal or mini-courses designed to offer the student a complete experience in the foreign language. At both the secondary and university levels, more than one curriculum must be offered in more than one way at more than one time to more than one set population.