Abstract
The opinions of parents as a school-based stakeholders on ELT curricula have been neglected by not only authorities but also the related literature. Except from their consent or demands’ being a prerequisite for the application of intensive curriculum for 5th graders, parents do not have a role for the development or application of English language curricula in Turkish education system. The present study is an attempt to hearken to their voices about the English language curricula implemented for 5th graders in Turkish middle schools. To this end, a cross-sectional survey study was designed and 116 parents of 5th graders were reached through ‘Parental Questionnaire on ELT Curriculum.’ The data were analyzed through Nvivo 12 and the results were supported with visual maps and direct quotations. The findings indicated that with high expectations from the curricula, the parents supported learning English based on the factors of providing long-term benefits and keeping up the new world order. Sharing their opinions on teaching material, content, class hours, assignments, and activities, participants gave suggestions on cognitive, affective, and practical aspects to improve the applications.
Highlights
Turkey started applying constructivist approach selectively in primary schools in 2005 and in high schools in 2006-2007 (Çimer and Timuçin, 2008)
The research questions that guided this study are as follows: 1. What is the pedagogical quality of the coursebooks used in secondary school EFL classrooms?
What is the pedagogical quality of the coursebooks used in secondary school EFL classrooms? Prospective teachers agree that coursebooks are the most important instructional material used in the classrooms they observed
Summary
Turkey started applying constructivist approach selectively in primary schools in 2005 and in high schools in 2006-2007 (Çimer and Timuçin, 2008). In the case of Turkey, as İnal (2006) articulates, problems in teaching a foreign language are linked to the coursebook selection process since once a coursebook is chosen few efforts are made to evaluate its effectiveness. Amidst these changes, selecting a suitable coursebook has become a rather difficult task. The need to cater to international markets has given rise to the publication of „global coursebooks‟ which can be used by students anywhere in the world, regardless of culture (Ranalli, 2003) In contrast to their widespread popularity, assessment of coursebooks as classroom materials remains underresearched (Sheldon, 1988)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
