Evaluation of the 2017 updated secondary school English curriculum of Turkey by means of theory-practice link

Abstract

This study evaluates the 2017 updated secondary school English curriculum of Turkey with the frame of Stake's (1967) congruence-contingency model. The study employed a mixed-methods research design. In this regard, triangulation was employed to provide data diversity. Four different data gathering tools were used: document analysis, interviews, structured questionnaires and in-class observations. The questionnaire data were gathered from 96 English language teachers, working in various cities of Turkey, and the interviews were conducted with seven English language teachers working at a public school in Ankara. In addition, classroom observations were conducted at four different classes in the same school. The findings of the study indicated that teachers considered the updated curriculum suitable and effective. However, in-class observations displayed that there are important gaps in bridging theory and practice. Thus, if there is a huge gap between what was intended and what was carried out, then first, an English as a foreign language education policy document should be prepared, and a unique foreign language-teaching ecosystem to include all stakeholders should be targeted.

DOES THE MEDIUM OF INSTRUCTION MATTER IN PAKISTAN? EXAMINING THE DETERMINANT & MODERATORS OF ACADEMIC PERFORMANCE AMONG UNIVERSITY STUDENT

“…Not only in Pakistan but in other countries as well, where English has status of second language (L2), it holds great worth. For example in Turkey, English has become most essential means of interaction for international communication since the mid of 1980s (Aksoy, 2020;Doğançay & Kiziltepe, 2005). There has been an increase in number of schools with EMI since then (Başıbek, Dolmacı, Cengiz, Bür, Dilek & Kara, 2014;Kirkgoz, 2007).…”

“…There has been an increase in number of schools with EMI since then (Başıbek, Dolmacı, Cengiz, Bür, Dilek & Kara, 2014;Kirkgoz, 2007). The motivation behind introducing English language into Turkey's education system was its willingness to foster relationships across borders (Demirel, 1990;Aksoy, 2020). Not only in Turkey but today, almost every country wants to make most of globalization culture (Xu, 2013).…”

Türkiye ve Almanya (North Rhine-Westphalia, Baden Württemberg, Berlin) İlkokul İngilizce Dersi Öğretim Programlarının Karşılaştırılması

“…For 2013, many problems were identified with the English language curriculum, which started to be applied to children in the 2nd grade of primary school, the age group of 7.5-9.5. According to the studies, some of these problems can be listed as follows (Acar, 2019;Aksoy, 2020;Aldım, 2018;Alkan & Arslan, 2014;Atabey & Bulut, 2016;Aybek, 2015;Demir & Duruhan, 2015;Ekuş & Babayiğit, 2013;Fişne, Güngör, Guerra & Gonçalves, 2018;İytoğlu & Alcı, 2015;Kaya & Ok, 2016;Küçüktepe, Küçüktepe & Baykın, 2014;Merter, Şekerci & Bozkurt, 2014;Solak & Semerci, 2015;Şad & Karaova, 2015;Özüdoğru & Adıgüzel, 2016;TEPAV, 2014;Yaşar, 2015;Yıldıran & Tanrıseven, 2015):…”

Yabancı Dil Öğrenmeyi Zorlaştıran Faktörler Üzerine Nitel Bir Çalışma

“…Developing technology has brought at least one foreign language competence requirement and regarding this foreign language need, studies on foreign language teaching and learning have increased. According to many studies, students learning a foreign language and teachers in Turkey experience many problems (Aksoy, 2020;Demirayaz, Ozkardas and Ozturan, 2019;Gurel and Demirhan İscan, 2020;Catal, Sahin and Celik, 2018;Soguksu, 2013; The Economic Policy Research Foundation of Turkey (TEPAV) and British Council, 2013; Demirpolat, 2015;Erdem, 2016;Akkuş, 2009;Sevinç, 2006,). The results of these studies on the challenges of teaching and learning a foreign language in Turkey can be summarized as grammar based teaching, overcrowded classrooms, lack of competence in mother tongue, need more hours for the weekly allocation of English hours, lack of supplementary resources, inadequate listening activities in lessons, problems in the implementation of efficient and updated English language teaching methods or techniques.…”