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Redirecting Second Language Curricula: Paulo Freire's Contribution
Author(s) -
CrawfordLange Linda M.
Publication year - 1981
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.1944-9720.1981.tb01644.x
Subject(s) - curriculum , existentialism , humanism , curriculum theory , sociology , pedagogy , consciousness , humanistic psychology , curriculum development , mathematics education , epistemology , engineering ethics , psychology , philosophy , engineering , theology
Literature of the second language teaching profession recognizes a contemporary thrust for taking students and their environment seriously in the development of curricula. This article presents the philosophy of Paulo Freire as a foundation for such existential humanistic curricula. First, Freire's statements on the human person, consciousness, and the process of knowing, as well as his thought on institutionalized education, are summarized as a basis for determining the impact of his philosophy on curriculum design. The remainder of the article translates his philosophy into twenty curriculum design principles relating to the following elements: purpose, objectives, content definition, learning strategies, learning materials, planning, teacher role, student role, and evaluation. The principles are expanded into a sample second language curriculum design which provides a forum for exploring practical and theoretical implications of this Freirean‐based existential humanistic approach to curriculum.