I have heard about 'Teacher Centred Education' and 'Learner Centred Education'. I believe these approaches become significant especially in elementary classes only. enter image description here

Considering these two terms we can imagine two points--one for Teacher and the other for Learner. Since (When) smooth communication takes place, let's join these two points using a straight-line. When the teacher's teaching method varies, it must become something that is neither Teacher centred nor Learner centred. Any way it is supposed that it would be in between the Teacher and the Learner; but always on that line.

My question is, what happens these two types of approaches when the medium of instruction is neither the Teacher's nor the Learner's mother-tongue? (I mean, a foreign language)

How would educationists categorise such approach in education?

Is there a possibility of a 3rd point (Language) that is away from the line? ... a possibility of Language Centred Education; if the medium of instruction is a non-mother-tongue?

[To create your ideas, you may think of this scenario:

In some countries, parents have a tendency to send their children to English Medium Schools for acquiring fluency in English. There, neither the teacher nor the learner is a native speaker of English. Of course, many learners acquire fluency in English. But what actually happens in this type of education? Bearing this in mind you could answer my question. Actually I wish to get the answer only to my main question; not to this question. If the learners are poor at other subjects, you will be compelled to agree with what I doubted. Anyway, I believe, some factor must be curving the line joining the Teacher and the Learner. See the importance of language in both cases (in the screenshot). In the screenshot it is given second importance. It will come first in 'my case'. You would certainly understand this better only if you could imagine yourself from a Learner's position (of an elementary class). I believe, the educationalists should consider this situation also while formulating these two ideas.

If this is not philosophy and can't answer this question, or point out the error in this question, which section of education discusses this stuff? I don't like to 'donate' my philosophical (sometimes silly) question to Academia, since this must be off-topic for them also.]

closed as off-topic by Conifold, Frank Hubeny, Eliran H, virmaior, David Thornley Oct 12 at 18:07

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  • The non-native-language gives us new words, categories, also new literature. These are examples I thought of. Do you have different examples in mind? – Gordon Oct 11 at 15:31
  • Yes, I could see how a different language could lead us into a more complete worldview. It would be as if an artist was given many new colors to work with. However, I may be misinterpreting your question. – Gordon Oct 11 at 15:35
  • Transplanting education onto geometry does not explain how to draw lines in education. Please explain what teacher centered and learner centered approaches mean to you and especially what "drawing the line" actually means in this context. Once you do the "language centered" question will become more substantive. – Conifold Oct 11 at 17:59
  • I think pictorial representation is not a wrong thing for study purpose, if the geometry is correct. education.cu-portland.edu/blog/classroom-resources/… I believe philosophy must be capable to deal or categorize the minutest problem found in society. – SonOfThought Oct 13 at 6:09