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A Confluent Approach to Curriculum Design
Author(s) -
Galyean Beverly
Publication year - 1979
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.1979.tb00155.x
Subject(s) - openness to experience , meaning (existential) , conversation , expression (computer science) , psychology , curriculum , big five personality traits , personality , pedagogy , linguistics , social psychology , communication , computer science , philosophy , psychotherapist , programming language
Students in confluent language classes explore and discuss various aspects of themselves, as well as less personal information, in the target language. By focusing on naturally motivating ‘meaning nodes’ (needs, concerns, interests, personality traits, values, attitudes, behaviors, dreams, personal imagery, and plans for the future), students are able to learn about themselves while learning a new language. The target language serves as the vehicle for self‐awareness, self‐expression, and self‐affirmation. As personally meaningful information is shared with the others during conversation and structure practice, the subsequent milieu of warmth and openness enables students to relate closely to themselves and to their teacher.