LOE Aragonese Curriculum Analysis

As to the Curriculum we can find some references regarding motivation, but they are proportionally fewer and briefer than the literature dedicated to the topic. This verifies that the law does not completely accompany the evolution of society, although this is being improved with the passing of time as the learning and teaching processes are required to change according to society and human developing.

In the article 12 of the LOE Aragonese Curriculum, from 2007, it can be found a section into the general methodological principles article making reference to the active role of the student as a decisive point from which the learning is carried out at its best. Accordingly, it reinforces the idea that the student is who makes his way through

It is so because, as Brown explains, it comprises several broad tenets which can be interpreted in different ways, which makes it useful for more contexts than usual. First of all, it is characterized by having a pragmatic point of view that seeks to unify the internal aspects of the language, such as grammar or discourse, with the outer reality, such as sociolinguistic factors. Its second characteristic focuses on the relationship of form and function, which speaks of the pragmatic viewpoint and usefulness of language. The third characteristic is a revolutionary focus which can give, if required, more importance to fluency than to accuracy so as not to stand in the way of the student engagement with the language. Another characteristic with a large relation to motivation is the emphasis on promoting autonomy in the student. Thus the student must develop his own strategies to become aware of his personal difficulties and assets while learning a new language. This approach also values the role of teacher, which must be one of a counselor or guide, not just a source of knowledge. The teacher must be able to interact with students and let students interact with each other. Finally, the role of students is reinforced by saying that they must involve and become active participants in their learning process. They have to be willing to collaborate and show

Such amount of approaches arise from the idea that there is not one perfect and universal.

Task-Based Language Teaching puts tasks at the center of the education. Skehan and Ellis are who best describe the concepts that are behind this idea. According to them, tasks should contain an objective based on the need to use communication. They also should be similar to real-world situations so meaning is a primary objective. Furthermore, task can be completed in class, which would be known as pedagogical tasks, or beyond the classroom, which are named target tasks.

Learner-Centered Instruction is explained in terms of techniques that are applied in the classroom and focused on the students. Overall their main target is to make the student the creator of their own process. In this sense they account for student’s needs and goals, give some control to decide in certain occasions and let him innovate as much as possible in order to generate a sense of worthiness and