Being a teacher in the English language-oriented course

Abstract

The English language-oriented course (ELOC) corresponds to the 11th and 12th grades of high school and are highly preferred by students. Yet, the implementation of ELOC’s curriculum is an issue that is hardly focused on in the field. Although the curriculum developed for all 11th and 12th-grade students by the Ministry of National Education is comprehensively planned, there seem to be some challenges teachers face while implementing it due to its irrelevancy to ELOC. In the present study, it is aimed to reveal how the implemented curriculum is perceived by teachers. The research group includes 31 English teachers from Anatolian high schools in Antalya that have ELOC. The study adopted a qualitative research design. The data were collected from teachers via semi-structured interviews, administered by the researchers, and then examined by utilizing content analysis. The major areas of investigation consist of the teachers’ opinions of the overall curriculum implementation, coursebooks, and teaching methods used. In-depth data about this matter are revealed. At the end of the study, an understanding of how the the curriculum of English language-oriented course was being applied was established. It was concluded that almost none of the teachers were satisfied with overall curriculum implementation, coursebooks, and the teaching methods preferred. Many of the teachers pointed out that the university entrance examination directly impacts on teaching methods and curriculum, which also results in disfavour of coursebooks. In consideration of the results of the study, some suggestions were proposed covering the issues of curriculum, coursebook, and teaching methods.