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ERIC Number: EJ1023111
Record Type: Journal
Publication Date: 2013
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0958-5176
English Language Teaching Curriculum in Iran: Planning and Practice
Atai, Mahmood Reza; Mazlum, Farhad
Curriculum Journal, v24 n3 p389-411 2013
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.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran