English Language Teaching Curriculum in Iran: Planning and Practice

Autor/inn/en	Atai, Mahmood Reza; Mazlum, Farhad
Titel	English Language Teaching Curriculum in Iran: Planning and Practice
Quelle	In: Curriculum Journal, 24 (2013) 3, S.389-411 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2012.744327
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Curriculum Implementation; Needs Assessment; Material Development; Questionnaires; Program Evaluation; Teacher Evaluation; Student Evaluation; Interviews; Public Officials; Educational Policy; Efficiency; Qualitative Research; Language Teachers; Secondary School Teachers; Teacher Attitudes; Language Tests; Testing; Educational Practices; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Bedarfsermittlung; Lehrmaterialentwicklung; Fragebogen; Programme evaluation; Programmevaluation; Teacher appraisal; Lehrerbeurteilung; Schulnote; Studentische Bewertung; Interviewing; Interviewtechnik; Politics of education; Bildungspolitik; Effectiveness; Effektivität; Wirkungsgrad; Qualitative Forschung; Language teacher; Sprachunterricht; Lehrerverhalten; Language test; Sprachtest; Testdurchführung; Testen; Bildungspraxis
Abstract	The present study investigates English language teaching (ELT) curriculum planning in Iran's Ministry of Education and its implementation by teachers. We studied programme evaluation; needs analysis; the ELT-specific documents; communication channels between planning and practice levels; teacher evaluation and student assessment; interpretation and re-examination of national policies within the Ministry; and the criteria set for ELT material development. Instrumentation included: curriculum documents; interviews with Ministry officials, material developers and headteachers; and teacher questionnaires. Results attested to the lack of any ELT-specific document for material development and absence of research-based needs assessment as the foundation of the programmes. Also, there are no pre-defined linguistic and professional criteria for evaluating teachers, and planning for students' assessment is limited to a set of general guidelines. Moreover, there is neither a programme evaluation nor an ELT evaluation model and national-level policies are not re-examined at planning level. Results also indicate that politico-ideological beliefs of material developers are as important as their expertise and communication channels between planning and practice levels are of a top-down nature. It is argued that the gap between planning and practice results from a highly centralised policymaking process in which local policymakers (i.e. teachers) are not involved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10