ABSTRACT
In the spring of 1986, I attended the annual International TESOL Convention, which that year was held in Anaheim, California. I presented two papers, one of which was on the learner-centred curriculum model that I was developing with colleagues in Australia for the Adult Migrant Education Program. Following the convention, I began working on an extended version of the paper. The result was a book-length treatment on theoretical, empirical and practical dimensions of learner-centred curriculum development. In this chapter, I look at the theoretical bases for learner-centred education, the relevance of learner-centredness to communicative language teaching, and the role of the teacher within a learner-centred curriculum.
