A Comparative Analysis of English-as-a-Foreign-Language and ESL Program Curricula Regarding Government Mandates and Programs: The Case of Turkey and the United States

• In Event: Roundtable Session 18
  In Roundtable Session: A Global Examination of Teacher Preparation

Abstract

This study addresses the following research questions: How different are the competencies that are covered in the curricula of ELTE programs in Turkey from those that are covered in the curricula of ESL teacher education programs in the U.S.? How do the program directors and teacher candidates in these programs perceive the situation of their programs in terms of the content of the curriculum Data included program curricula, semi-structured interviews (n=16), State, and accreditation manuals. Results suggested that the ESL programs covered 11 TESOL standards, certifying candidates with 15 to 18 credits while the ELTE programs covered eight competencies, requiring 132 credit-hours. Qualitative accounts revealed perceptual matches and mismatches among program directors and teacher candidates regarding their program curriculum.

Authors

• Nihat Polat, Duquesne University

• Saban Cepik, Fatih University