Abstract
In researching the comparison of ESL and EFL programs regarding curriculum mandates and perceptions of program directors and Teacher candidates, this study addresses the following research questions: How different are the competencies that are covered in the curricula of ELTE programs in Turkey from those that are covered in the curricula of ESL teacher education programs in the US? How do the program directors in ELTE and ESL teacher certification programs perceive the situation of their programs in terms of the content of the curriculum? How do the teacher candidates in ELTE and ESL teacher certification programs perceive the situation of their programs in terms of the content of the curriculum? Data include semi-structured interviews of four program directors and eight ELTE and ESL teacher candidates as well as the curricula of eight ESL teacher certification and eight ELTE programs. These programs were selected among private and public institutions in different cities and States (US) to represent a more comprehensive structure of the ELTE and ESL programs in the two countries. Results clearly indicate that program directors and teacher candidates do not see curriculum as a well-written prescribed document; rather, they argued for the learning outcomes resulting from the implemented curriculum. Besides, some critically needed competencies such as culture and assessment, and professional responsibilities are neglected in EFL programs.
Highlights
It is a professional mandate for people in the field of foreign/second language (L2) teacher education to determine what constitute a competent English language teacher (ELT)
The study addresses the following research questions: 1) How differentare the competencies that are covered in the curricula of ELT education (ELTE) programs in Turkey from those that are covered in the curricula of ESL teacher education programs in the US?
The curricula of the ESL teacher certification programs understudy seemed to be structured around competency areas outlined in the TESOL/NCATE (2010) manual, comprising of 11 standards related to language, culture, instruction, assessment, and professionalism domains
Summary
It is a professional mandate for people in the field of foreign/second language (L2) teacher education to determine what constitute a competent English language teacher (ELT) This is a prerequisite for the advancement of the field because it is hoped that once certain competencies are identified, they will become the bases for the knowledge, skills and dispositions that fuel the curriculum, the instructional practices, and the assessment and evaluation procedures. In studying the curricula of ELTE in Turkey and ESL teacher education programs in the US vis-à-vis the current research, we acknowledge the differences between the two contexts and recognize variation within each setting. To varying degrees, both the ELT and ESL teachers are expected to help L2 learners—whether in K-12 or adult settings—communicate in social settings, to achieve academically in content areas, and to live in socially and culturally appropriate ways in the L2 community (TESOL, 2010)
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