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The designerthe teacher should then be aware of this interrelationship between communication practice and having tolerance; hence, the indirect application of a self-
actualization principle. In the last part of Conceptual Stage, how general self-actualization educational
principles are applied in language education is summarized in self-actualization language learning statements. The topics include the demise of a method, the
development of local material, the teacher and learners’ empowerment, English as an international lingua franca, language learning tasks, and the pragmatic teacher. The
topics give the scope of the application of self-actualization principles to language education. They can be considered as examples of how self-actualization principles
influence the concepts, learning objectives, techniques and activities, and assessment types of language learning-teaching practice without abandoning the established
practice of language education.
2. Bridging Stage
Following Richards and Rodgers 2001, the writer tries to bridge the gap between theoretical concepts and practical operation. First, more operational objectives
are formulated with self-actualization and communicative competence being the principal
ones. These two major objectives are elaborated into ten enabling objectives. Second, the self-actualization syllabus cannot be separated from K.2013. It accepts the
core and basic competences in K.2013. However, the designerthe teacher develops concrete learning indicators, activities, and material with self-actualizing and
communicative nuances. The assumption here is that both basic competences in K.2013
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and self-actualization learning objectives and principles support and complement each other conceptually.
The third part of Bridging Stage emphasizes the fact that learning activities are flexible so that self-actualization learning principles can be applied here whenever the
designer wishes to do so. Activities and techniques can be adapted from Task-Based Language Teaching, Cooperative Language Learning, or Constructivist education.
Littlewood’s functional and social interaction activities may also be used as a framework of learning activities. In most activities self-actualization nuances should be
added; hence, the designer ’sthe teacher’s awareness of self-actualization learning
principles is crucial. The other elements of Bridging Stage are assessment, learner roles, and teacher
roles. Following what happens in constructivist classrooms, the writer suggests that assessment be integrated into the teaching-learning process, not separated from it: while
teaching, the teacher is assessing the students; while learning, the students are being assessed and assessing one another. It is expected that by doing so, the self-
actualization principles are catered for. The attitude component in the overall assessment result is suggested to be separated from the knowledge and skill
components.
3. Operational Stage
