Evaluation of the CEFR framed English language curriculum in primary and secondary schools in Turkey: teachers` perspectives

Abstract

The current English language curriculum in primary and secondary schools in Turkey has been framed by The Common European Framework of Reference for Languages (CEFR) in an endeavour to bring in a more communication-oriented perspective on language education. This study aimed to evaluate the CEFR framed curriculum from the perspectives of teachers who apply it in the classroom. An exploratory sequential mixed method research design, which encompassed a 40-item questionnaire (100 participants), a 25-item semi-structured interview (6 secondary and 3 primary school teachers), and document analysis, was employed in primary and secondary schools in Sultanbeyli, Umraniye, and Besiktas districts of Istanbul. The results showed that lack of knowledge about the CEFR and the contextual factors such as overcrowded classrooms and limited class contact hours greatly affected the implementation phase of the curriculum. It was also revealed that there is a remarkable mismatch between the language education policy (communication-oriented) and the classroom practices (exam-oriented). The findings of this study implied that teachers need ongoing in-service training about the CEFR framed curriculum to enhance their understanding of the implementation of its principles in the classroom. The implications of the study, most notably the need for well-tailored in-service training, are also discussed.