This paper draws on the generic theory of curriculum in an attempt to discuss how this concept can be viewed in foreign language teaching. The main argument presented is that no consensus can be reached on what a curriculum actually entails because the concept is philosophically and ideologically driven and that. Hence, it is argued that any definition of curriculum is complex because issues of policy, power and epistemology usually underpin the concept. The paper first discusses how curriculum is defined. Then, it looks at issues of policy and power as the fundamental underpinnings in any conceptualization of curriculum. After that, the paper discusses curriculum with reference to educators’ epistemological beliefs and looks at how different views are inextricably linked to conceptions of learning, teaching and knowledge. Finally, the paper draws on the generic discussion to discuss how curriculum can be viewed in foreign language teaching. It is hoped that this discussion can represent an initial platform for debate in the field.

This paper draws on the generic theory of curriculum in an attempt to discuss how this concept can be viewed in foreign language teaching. The main argument presented is that no consensus can be reached on what a curriculum actually entails because the concept is philosophically and ideologicall...