Curriculum as Process and Curriculum as Product in Foreign Language Education

This paper examines the ways in which the terms ‘curriculum’ and ‘curriculum change’ 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 learningdepartmental bulletin pape