An Analysis of the High School English Curriculum in Turkey from an ELF Perspective

Autor/in	Karakas, Ali
Titel	An Analysis of the High School English Curriculum in Turkey from an ELF Perspective
Quelle	In: Journal on English Language Teaching, 9 (2019) 2, S.1-10 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; High School Students; Foreign Countries; Educational Change; Curriculum Development; Official Languages; Teaching Methods; Educational Principles; Language Role; Language Usage; Educational Policy; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Office language; Amtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsprinzip; Sprachgebrauch; Politics of education; Bildungspolitik; Türkei
Abstract	Recently, there has been some redesigning in the English language teaching curriculum in Turkey as a consequence of overall educational reforms. However, there has, so far, been no research that has investigated the current high school English curriculum in light of the recent linguistic developments in the field of English language teaching. Thus, the current study explores the high school English curriculum to determine whether there is any reference to the current status of English as a lingua franca in general and its implications for teaching in particular. The data consisting of curricular documents and observation reports on teachers' practises were analysed through a combination of qualitative content analysis and negative analysis. The curricular data analyses show that there is a limited mention of ELF and in name only, with almost no reference to ELF principles for teaching. Similarly, the analyses of observational data indicate that teachers follow a traditional way of teaching English without paying much attention to the current status of English and how they should prepare students for real-world English use. Overall, the results suggest that there is little space for ELF in the current curriculum at the level of policy and nearly none at the level of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06