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The concept of learner-centeredness has evolved as a contemporary counter to the traditional teacher-centred approach to education which has been authoritative and less humanistic in nature.
There is now a shift in focus to the learner which in part has grown out of teachers’ dissatisfaction with traditional approaches that are based on the notion of giving/ transmitting a predetermined body of knowledge to the learner who is treated as an object.
The shift reflects a desire to explore ways of making teaching responsive to learner needs and interests and allowing learners to play a fuller, more active and participatory role in the day-to-day teaching and learning processes.
At the university level, students learn to recognize far more complex rules and patterns, building on their previous experience and building toward ever more insightful critical capacities.The main aim of this study is to provide tentative answers to the following questions:How is learner-centredness reflected in the Modular Degree Programme?To what extent is the content learner-oriented?To what extent is the methodology learner-centred? To what extent is the way assessment is implemented is learner-based?
Bendaoud Nadif is a teacher of English.
He holds a BA in Linguistics and Master’s Degree from Sidi Mohamed Ben Abdellah University in Staff Development and Research in Higher Education (2006).
He also holds the ENS diploma of ELT as well as several diplomas obtained from the American Language Center and other certificates from the British council.
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