Curriculum as Process and Curriculum as Product in Foreign Language Education

This paper examines the ways in which the terms `curriculum\u27 and `curriculum change\u27 are conceived of in the discourse surrounding language education in two very different societies : Australia and Japan. Several ways of understanding curriculum change are discussed. The paper argues that curriculum can be seen as a process or as a product, and that the former implies a view of learning as self-directed and autonomous, while the latter implies a teacher-centred, top-down view of learning