![]() Vol. IX No. 1 October 1996
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"What is meant by the term "multidimensional curriculum" as it applies to second language learning?"
The multidimensional approach to teaching second languages
is based on the recommendations set forth by the National Core French Study
(NCFS). This NCFS document describes four syllabi or dimensions to be included
in a second language (SL) curriculum. The communicative/ experiential syllabus
is the component of the study which is probably the most familiar to SL
educators. This syllabus focuses on the development of units centred around
"fields of experience" appropriate to the age and interests of learners.
This syllabus also emphasizes the need for SL learners to experience language
in authentic communicative situations.
The language syllabus of the NSFS document defines the role of the linguistic
elements of language in the SL teaching. This syllabus promotes a contextualized
approach to the teaching of grammar, syntax, phonetics and vocabulary
based upon the communicative needs of the SL learners. The Cultural syllabus
focuses on the connection between language and culture and the need for
SL learners to develop cultural understanding and awareness. The General
Language Education syllabus points to the importance of learning strategies
and reflection in SL learning process.
The interwoven nature of the four syllabi or dimensions creates what
has become known as the mutlidimensional curriculum. All of these dimensions
are considered to be an essential part of any SL learning experience.
With an experiential goal as starting point, steps toward the attainment
of this goal create the framework for the curriculum design. Within this
framework, the 4 dimensions are addressed through a series of communicative,
strategic, linguistic, and/or culturally based activities.
Many teachers may have adopted approach to SL teaching without ever
having articulated it in this particular way. Although educational jargon
such as the term "multidimensional curriculum" may seem unnecessary to
some it does help educators to discuss and define a specific teaching
strategy. The term alone reveals some insight into the organization and
philosophy of this approach to curriculum design and delivery.
It is also important to note that the multidimensional philosophy is
in line with several other more global educational initiatives. For example,
there is currently much attention being paid to the middle school concept
and the building of a more integrated curriculum. The multidimensional
curriculum, which is built around themes or fields of experience, not
only allows for but encourages the integration of subject matter. Student-centred
learning, another thrust of educational reform, is also demonstrated and
supported in the multidimensional approach to SL education. SL teachers
who have a firm grasp of the concepts associated with the NCFS and the
multidimensional curriculum will find it natural to both identify with
and subscribe to current trends in education generally.
At present, Departments of Education in all the Maritime Provinces are
in the process of developing and distributing units based on the objectives
of multidimensional curriculum. Topics such as the media, travel, and
careers have been used as the thematic base for modules designed by educators
in Nova Scotia. Prince Edward Island has also been involved in this sort
of curriculum development and have published excellent experiential units
including "La Diversité Ethnique Canadienne." Modules designed
for the grade 10,11 and 12 FSL learning environments have also been produced
by New Brunswick's Department of Education and deal with a variety of
fields of experience relevant to young adult learners.
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