LANGUAGE-CENTERED AND SKILL-CENTERED COURSE DESIGN

Abstract

This research explores the concepts of language-centered and skill-centered course design in the context of language teaching. The study addresses the challenge of creating effective courses that meet learners' needs by focusing on either the linguistic structures they need to master or the practical skills they aim to develop. The purpose is to compare these two approaches, highlighting their design principles, applications, and outcomes in real-world educational settings. A qualitative approach was adopted, involving a review of existing literature and analysis of case studies where each method was implemented. Results indicate that language-centered design emphasizes grammatical structures and language rules, providing learners with a solid foundation in linguistic accuracy. In contrast, skill-centered design prioritizes the development of specific skills, such as reading, writing, speaking, or listening, making it highly applicable to task-based or professional contexts. The study concludes that while each approach has its strengths, the choice between them should depend on the learners’ goals, contexts, and the teaching environment.