ABSTRACT
Expanding on the thoughts and practices already discussed in the volume’s contributions, the concluding chapter introduces additional considerations related to the concept of student-centeredness. We start by defining the student-centered model of learning and the role of students in it. Then, additional considerations for student-centered instruction are discussed, including dynamic syllabus design, the importance of helping students set realistic language learning goals, and individualized and differentiated instruction along with strategies of how it can be achieved. We continue the discussion by highlighting linguistic discomfort and suggest having explicit conversations with students to address it, helping them see it as a sign of growth; linguistic risk-taking and the importance of rewarding it are seen as ways of moving students through the feeling of linguistic discomfort. Rethinking grading is discussed next, where we challenge punitive grading practices and offer more holistic approaches. We conclude the chapter by examining demands on the teachers when fostering student-centered learning environments and advocating for more institutional support. We offer concluding remarks with a vision for human-centered, equity-focused education.
