Characteristics of EFL Curriculum in the Colombian Caribbean Coast: The Case of 12 State Schools

Autor/inn/en	Pérez, Yuddy; Rey, Lourdes; Rosado, Nayibe
Titel	Characteristics of EFL Curriculum in the Colombian Caribbean Coast: The Case of 12 State Schools
Quelle	In: English Language Teaching, 12 (2019) 11, S.85-96 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; English Curriculum; Curriculum Development; Educational Policy; Educational History; National Standards; Documentation; Program Implementation; Academic Achievement; Motivation; Program Effectiveness; Colombia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Dokumentation; Schulleistung; psychologische; Motivation (psychologisch); Kolumbien
Abstract	Research related to English as Foreign Language (EFL) curricula in Colombia is scant and mainly focuses on the analysis of policies and the challenges they pose to institutions. Consequently, there is a need for studies of EFL curricula in place in Colombia to serve as basis for evaluation and adjustment of current educational policies. This descriptive study follows a qualitative exploratory approach and addresses this gap by identifying the characteristics of the EFL curricula from twelve state schools. Data were reviewed and evaluated using document and comparative analysis techniques. Results reveal that all institutions have curricular documents but not all those requested by the educational authorities. Some of these documents show a lack of consistency in terms of the conceptual underpinnings as well as a misalignment with the national requirements or with contextual needs. While awareness of the importance of having strong English programs and the positive outlook shown by institutional stakeholders seem to be conditions for success, limitations related to allocation of resources, classroom conditions, and environments conducive to learning hinder the implementation of the EFL curriculum. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01