A CEFR-Based Comparison of ELT Curriculum and Course Books Used in Turkish and Portuguese Primary Schools

Autor/inn/en	Fisne, Fatima Nur; Güngör, Müzeyyen Nazli; Guerra, Luis; Gonçalves, Olga
Titel	A CEFR-Based Comparison of ELT Curriculum and Course Books Used in Turkish and Portuguese Primary Schools
Quelle	In: Novitas-ROYAL (Research on Youth and Language), 12 (2018) 2, S.129-151 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-4733
Schlagwörter	Foreign Countries; Language Planning; Textbooks; English (Second Language); Second Language Learning; Second Language Instruction; Cross Cultural Studies; Guidelines; Rating Scales; Language Proficiency; Elementary School Students; Teacher Education; Language Teachers; Age Differences; Culturally Relevant Education; Instructional Materials; Educational Policy; Turkey; Portugal + Suchen Sie Ihr Suchwort? Ausland; Sprachwechsel; Textbook; Text book; Schulbuch; Lehrbuch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural comparison; Kulturvergleich; Richtlinien; Rating-Skala; Language skill; Language skills; Sprachkompetenz; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Age; Difference; Age difference; Altersunterschied; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Politics of education; Bildungspolitik; Türkei
Abstract	This cross-cultural study aims to explore to what extent a macro-level language policy, the Common European Framework of Reference for Languages (CEFR) (CoE, 2001), is implemented at micro-level contexts, more specifically, primary English classrooms in Turkey and Portugal. This study investigated the 3rd and 4th grade course books and the Turkish and Portuguese English language curricula through content analysis and cross-cultural comparison. The course book analysis was carried out with reference to language skills as suggested in the CEFR, intercultural characteristics of the course books, and A1 level descriptors. Results highlight similarities and differences in both countries in terms of the implementation of the CEFR and representation of A1 level descriptors in course book activities in primary English classrooms. Implications refer to the importance of teacher education, preparation of age and inter-culturally appropriate materials for primary levels and necessities for sustainable and consistent language policy and planning. (As Provided).
Anmerkungen	Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: http://www.novitasroyal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01