Vol. IX No. 1
October 1996



Editorial

Teachers Ask

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Teachers Ask
"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.