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The education system in Turkey consists of the implementations in both formal and non-formal education settings; however, the majority of studies related to educational practices and teacher education focus on formal education settings. For this reason, this study aims to investigate the professional training needs of English as a foreign language (EFL) teachers in non-formal education settings. With this in mind, a non-formal education (NFE) institution in İstanbul was chosen since it had a high course attendee capacity and 105 EFL teachers who taught at this institution attended in the study. A needs analysis questionnaire and a semi-structured interview were used to collect the data about the training needs of the participants. The findings revealed that the needs centered around skills, vocabulary instruction, teaching pronunciation, material development, use of instructional technology in ELT, teaching mixed-ability classes, and classroom management. Findings also revealed that the teachers had a desire to improve their speaking skills through the in-service teacher training (INSET) programs.

The study on which this article reports examined the representation of the Sustainable Development Goals (SDGs) in the English language syllabus and English language senior high-school textbooks in Turkey. The learning objectives associated with the SDGs were also investigated. The syllabus and the textbooks including Teenwise, High School English 10, Silver Lining and Count Me In were examined. Semistructured interviews were also conducted with eleven high-school English teachers to gain further insight into the place for SDGs and their related learning objectives in the English language high school curriculum. We found that the syllabus has a low frequency of engagement with SDGs. Also, that there is a tendency in the textbooks to include the theme of health that is related to the SDG of Education for Sustainable Development (ESD). The learning objectives set for ESD were mostly cognitive-oriented. Interviews revealed that teachers favour the incorporation of a variety of SDGs in textbooks. They believe that prioritising sustainability in textbooks can help secure a more sustainable future for learners. Implications of this for pedagogy include, among other, that extending teaching and learning activities to activate socio-emotional and behavioural development would benefit learners and would allow for a more balanced engagement with SDGs in English language teaching.

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