Through a teacher-research project, I examined the tensions that emerged while
negotiating with the students the curriculum for a Spanish for healthcare
professionals course. I explore the tensions related to four emergent themes:
student-centred versus teacher-centred learning, self-efficacy versus laissez faire
work ethic, communication versus accuracy, and process versus product orientation.
These themes are exemplified and analysed through the presentation of narratives
based on the data collected. I present insights gained from this research and
suggestions for teachers interested in engaging in curricular negotiation and/or innovation.
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