Learner-Centred
Approach

The LINC program promotes a learner-centred approach in which courses are designed to respond to the needs of learners. Learner-centredness 
is one of the four guiding principles of the Canadian Language Benchmarks (CLB). A learner-centred approach involves considering and consulting learners on an ongoing basis and designing instruction to meet learner needs. The learning environment places learner responsibility and activity at its heart. Learner-centred instruction is effective because learners find the learning process more meaningful when topics are relevant to their lives, needs and interests, and when they are actively engaged in creating, understanding and connecting to what they are learning.

This paradigm shift away from traditional teaching towards learner-centred classes has encouraged moving power from the instructor to the learner and treating the learner as a co-creator in the teaching and learning process. In a learner-centred program, the instructor includes the learner in selecting what and how they learn. They also have a role in their own assessment, including identifying criteria and conducting self- 
and peer-assessments.

The role of the instructor in learner-centred classrooms is to facilitate learning and create opportunities for learners to do more discovery learning and to learn from each other. The instructor focuses on constructing authentic, real-world tasks that motivate learner involvement and participation. Learners do the bulk of the “work” in a learner-centred classroom, with the instructor acting as a facilitator and guide.

• There are several key tools in a learner-centred class:
• needs assessment
• interactive, communicative learning tasks and activities
• self-reflection and self- and peer-assessment

The starting point of a learner-centred class, and the guide throughout the learning process, is needs assessment. Needs assessment is a process of connecting with learners to determine what they want and need to study to use English in their lives. It is not a one-time experience but rather 
an ongoing process to determine learner abilities, goals and preferences. A variety of methods, activities and tools can be used to assess learner needs, including surveys or questionnaires, large or small group discussions, or journals.

Needs assessment can focus on relevant themes, necessary skills, possible approaches and specific real-world tasks. This does not shift the responsibility to the learner to build the course. The instructor is still responsible for co-creating a coherent learning experience. For example, 
if learners indicate that they need to use English at their children’s schools, the instructor applies their knowledge of level-appropriate language, suggestions of real-world tasks and an understanding of the skill-building needs for accomplishing those tasks.

A learner-centred class recognizes that learners have different backgrounds, experiences, needs and learning styles, and seeks to involve all learners actively in the learning process. Interactive communicative learning tasks and activities provide learners with opportunities to use their English, work together with classmates to construct meaning and learn from each other.

In a learner-centred class, learners also play a role in assessment. Learners can be involved in determining how their learning will be assessed, including a discussion of criteria for a task. A learner-centred classroom is a transparent learning environment where learners understand what is expected of them and how it will be measured. Learners also engage in self-reflection, actively considering their own learning. Self-reflection can take the form of discussion, checklists, rubrics, journal entries and other reflective writing or speaking.