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28 DAVID NUNAN AND CLARICE LAMBThe extent to mhich it 15 possil~lc or tlcsiratilc tor learners to lie in\ol\cd in their omnlcarning nil1 olniouslq \ar) trom context to context (and, intlccd, from Icarncr to learner).If learners are to lcarn anJthing at all, ho\zc\cr, ultimatel! thcy ha\e to do the learning forthemsel\ es Thus it 15 a truism to sa! that the> \hould I,c in\ ol\ et1 in their OM n learning. Inan ideal learning-centcrcd contcxt, not on14 \\ill deciwms about M hat to lcarn antl hov tolearn be made nith reference to the lcarnci s, Init the learner5 themsel\cs will be iniohedin the decision-making pi-oc tach clcmcnt in the curriculum proce5s will inbolkc thelearner, aslalilc 2 1 .;ho\zsTuhlc 2. l Learner roles in a learner-ccntcrctl curriculumCurriculum ctagcRole qflecirneiPlanningImplementationAsscs\mcnt antl c\aluationI earners arc consultcd on \\.hat thcy Lvaiit tolearn antl ho\v thcy want to go ahout learning.this process. Lcarncrs arc in\olvctl in setting,monitoring, antl modifying the goals andobjccti\ cs of the programs being dcsignctl forthcm.I cai-ncrs' language skills tlof ncctls analysis facilitatesIcarncrs actively using ant1 reflecting on thelanguage insitlc and outsitlc the classroom. Theyare also involved in modifying antl crcating theiro\vn Icarning tasks and language data.Lcarncrs monitor ant1 a.The! arc also activclv involvrtl in the evaluationantl modification of tcaching and Icarning duringthc course and aftcr it has hccn completed.Thc philosophy of Icarner-ccntcreclncss has strong links \vith experiential Icarning,humanistic psychology and task-liasrtl language tcaching. Thcsc links arc evident in thefollowing quotes:[A Icarnci--centered] curriculum \vi11 contain similar clcmcnts to thosc contained intraditional curriculum tlcvclopment, that is, planning (including needs analysis, goaland objective setting), implementation (including methodology antl materialsdcvclopment) antl evaluation (see for cxamplc Hunkins 1980). However, the keydifferrncc lietween learner-ccntrctl antl traditional curriculum tlcvclopment is that,in the formcr, the curriculum is a collaborativc cf'fort between tcachcrs and learncrs,since learners arc closcly involved in the decision-making process regarding thecontent of the curriculum antl how it is taught. This change in oricntation has majorpractical implications for the entire curriculum pro ', since a negotiated curriculumcannot be introduced antl managed in the same \ray as one which is prescribed hy theteacher or tcaching institutions. In particular, it places the liurden for all aspects ofcurriculum de\ elopmcnt on thc teacher.(Nunan 1988: 2)