Humanizing Second Language Curriculum in the face of Modern Abstract Technological and AI Developments

With the advent of artificial intelligence (AI) developments in language pedagogy, humanistic teaching has encountered the risk of being downplayed in the new circumstances. Thus, to promote the significance of humanistic principles, teachers need to renew their humanistic commitments and thoughts. The fact that learners must be construed as human beings rather than mere subjects of pedagogy is a widely accepted approach that endorses legitimacy of learners' rights. Drawing on theorizations of Rogers, Freire, and Stevick, language curriculum experts have come up with some principles to be followed in the process of language curriculum development to address humanistic needs. These principles include learner choice and control, learner concerns and interests, the whole person, self-evaluation, collaboration, and teacher as a facilitator. The present paper presents the theoretical background underpinning humanistic curriculum and deals with each of the principles separately explicating how these issues can be effectively applied to language curriculum design.

کلیدواژه ها:

AI ، humanizing teaching ، language curriculum ، technological developments