The influence of the CEFR in Turkish national curriculum

Hazar, Esin

doi:10.30918/aerj.92.21.087

Cited by 5 publications

(6 citation statements)

References 12 publications

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“…Even though this circumstance creates challenges for translators, it also has positive cross-cultural impact in that it informs and updates target audience about recent developments and innovations in language education field (Günday & Aycan, 2018). Considering the results of the research, it could be stated that the study is noteworthy in that it offers a distinctive perspective on cross-cultural impact of CEFR within Turkish context from the perspective of translation studies even though there are several studies on CEFR related to paradigm shift it caused in foreign language education (Byram & Parmenter, 2012;Çelik, 2013;Hazar, 2021;Sahib & Stapa, 2021).…”

Section: Resultsmentioning

confidence: 88%

“…CEFR is a framework describing language proficiency levels and providing instruction for learning, teaching and testing languages (Cefr, 2001;Hazar, 2021). Given that the subject matter of CEFR analyzed deeply, it is observed that the document includes content with rich terminology and concepts related to foreign language education.…”

Section: Findings and Discussionmentioning

confidence: 99%

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Investigating the Cross-Cultural Impact: An Analysis of Turkish Translations of Common European Framework of Reference (CEFR) through Reiss’s Text Typology

DELİBAŞ

2023

OMÜ EFD

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The research investigates Turkish translations of Common European Framework of Reference for Languages (CEFR) from the perspective of Reiss’s text typology. CEFR is a comprehensive document defining language teaching, learning objectives and providing testing tools designed in 2001 with the impact of multiculturalism and multilingualism notions. The document has been translated into 40 different languages and applied globally since then. Turkish is one of the languages in which CEFR was translated. These translations, on the other hand, are crucial for informing target audience regarding development and innovation in language learning, assessment and curriculum. This study aims to shed light on cross-cultural impact of CEFR by analysing its Turkish translations through Reiss’s text typology. The study adopts the method of document analysis to examine Turkish translations of CEFR by focusing on key terms and concepts related to language education. Based on findings of study, CEFR is an informative text in terms of text typology approach and transferred to Turkish aligned with source text in terms of its function and content. These results suggest that translators adopted a translation approach fulfilling the intended purpose of the text and demands of the target audience considering informative text type. Additionally, the findings of the study are also notable in that it offers a thorough understanding of the CEFR's cross-cultural impact in Turkish setting and a systematic approach for translators regarding text types. The research is expected to contribute to translation studies and enhance education practices and policies related to foreign language in Turkey with the insights it offers.

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Section: Resultsmentioning

confidence: 88%

Section: Findings and Discussionmentioning

confidence: 99%

Investigating the Cross-Cultural Impact: An Analysis of Turkish Translations of Common European Framework of Reference (CEFR) through Reiss’s Text Typology

DELİBAŞ

2023

OMÜ EFD

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“…Some procedural aspects that are embodied in the curriculum proper such as the use of tasks, promotion of learning strategies and teaching of key competences and values are far from being transparent and some others appears to be misunderstood as seen in the methodology of the curriculum. Concerning this, Hazar (2021) suggests that a more thorough understanding of the CEFR is needed if English teaching in Turkey is to benefit from its offerings to the full. For this reason, it might be reasonable to elucidate or review some of the methodological and procedural aspects so the process dimension of the curriculum can be strengthened.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Uygulamadaki Boşluğa, Öğretim Programı Penceresinden Bir Bakış: 2018 İlkokul ve Ortaokul İngilizce Öğretim Programının İncelenmesi

Bildik

Altun

2022

Batı Anadolu Eğitim Bilimleri Dergisi

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Following global educational trends, many countries have updated or redesigned their English language teaching (ELT) curricula to equip their citizens with the communication skills needed for the 21st century. Turkey is among those countries where the ELT curriculum for primary and secondary schools was updated in 2018 according to the principles of the Common European Framework of Reference for Languages (CEFR). However, problems experienced during the implementation process of the new curriculum imply that some incongruences exist between the intentions and realisations in the Turkish ELT context. To shed some light on the curricular factors that might be hindering the successful implementation of the curriculum, Posner’s (1995) curriculum analysis framework has been applied in this study. It was seen that despite the attention given to objectives, some of these such as, “resembling native speakers” might not be appropriate or realistic for the Turkish context. It was further claimed that the process dimension needs to be strengthened to facilitate the implementation of the curriculum. Finally, it was argued that context-sensitive solutions to suit the local needs through bottom-up approaches should be the priority, if the gaps between formal and operational curricula are to be minimised.

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“…Oral production is a speaking activity. The language user produces an oral text which is received by an audience of one or more listeners (Hazar, 2021). The scales are provided for sustained monologue: describing an experience, sustained monologue: giving information, sustained monologue: putting a case, public announcements, and addressing audiences.…”

Section: Production Activitiesmentioning

confidence: 99%

Analysis of present English language curriculum of upper-secondary education in Mongolia

Nyamkhuu¹,

Attila²,

Pereira³

2021

Intern. j., second, foreign lang. educ.

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Several changes have been made within short periods in the education sector of Mongolia. In the last decade, two curriculum reforms were adopted to strengthen the education system and improve the quality of the curriculum. Thus, the current English language curriculum of upper-secondary education has adopted a competency-based approach. This approach has been reflected significantly in the area of education, particularly curriculum. It was developed by aligning with the Common European Framework of Reference Languages. The present article aims to investigate the influence of the Common European Framework of Reference for Languages in the English language curriculum of upper-secondary education and to acquire a better understanding of the upper-secondary English language curriculum. It embraces document analysis which is a form of qualitative research. As it applies this methodological approach, it aspires to provide possible implications of the hermeneutic perspective to respond more effectively to the English language teaching and learning in Mongolia.

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The influence of the CEFR in Turkish national curriculum

Cited by 5 publications

References 12 publications

Investigating the Cross-Cultural Impact: An Analysis of Turkish Translations of Common European Framework of Reference (CEFR) through Reiss’s Text Typology

Investigating the Cross-Cultural Impact: An Analysis of Turkish Translations of Common European Framework of Reference (CEFR) through Reiss’s Text Typology

Uygulamadaki Boşluğa, Öğretim Programı Penceresinden Bir Bakış: 2018 İlkokul ve Ortaokul İngilizce Öğretim Programının İncelenmesi

Analysis of present English language curriculum of upper-secondary education in Mongolia

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