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This study evaluates the 2017 updated secondary school English curriculum of Turkey with the frame of Stake's (1967) congruence-contingency model. The study employed a mixed-methods research design. In this regard, triangulation was employed to provide data diversity. Four different data gathering tools were used: document analysis, interviews, structured questionnaires and in-class observations. The questionnaire data were gathered from 96 English language teachers, working in various cities of Turkey, and the interviews were conducted with seven English language teachers working at a public school in Ankara. In addition, classroom observations were conducted at four different classes in the same school. The findings of the study indicated that teachers considered the updated curriculum suitable and effective. However, in-class observations displayed that there are important gaps in bridging theory and practice. Thus, if there is a huge gap between what was intended and what was carried out, then first, an English as a foreign language education policy document should be prepared, and a unique foreign language-teaching ecosystem to include all stakeholders should be targeted.

In search of ways to better the foreign language proficiency levels of their citizens, governments frequently announce macro foreign language policies. In Turkey, the latest education reform in 2013 lowered the onset of foreign language learning to the second grade. The piloting of the latest foreign language policy is in progress to transform the fifth grade to an English Language Preparation Program (ELPP). In line with the current changes, this study collects the secondary school English language teachers' opinions at the initial stage of the implementation. This qualitative case study questions the advantages, disadvantages, success and possible challenges of the implementation, and the necessary support mechanisms. The secondary school English language teachers reflect on their past experiences of intensive language programs and hold an overall positive approach to the new ELLP implementation. All in all, to achieve success, the findings highlight the need for teacher training on teaching English to young learners, for a sound integration of communicative language teaching with authentic materials.

In 2018, the Turkish Ministry of National Education (MoNE) launched new curricula which emphasised the use of Theme- Based Instruction. On top of that, in 2019, the MoNE released a new vision document in which an interdisciplinary approach requiring integration among various courses was targeted. Based on earlier empirical studies, as well as a previous study by the researcher on TBI in the Turkish context, this study investigated primary school English language teachers' opinions on the effective use of TBI and offered an integrated curriculum model of instruction with sample activities to be used in primary school English language courses. The study was designed as a phenomenological qualitative study. A structured interview form, as well as document analysis methods, were used to gather data. Descriptive statistics were used to present demographic data, while content analysis was used to present qualitative data. One notable finding of the study was the teachers' suggestions that course books should be designed to explicitly show the relations of integration among various courses, and that activities should be prepared together with another content teacher. A suitable model of integration and sample activities to be used were designed based on teachers' suggestions.

This article focuses on the IB-PYP curriculum and teachers' roles within IB-PYP. The Turkish national curriculum was used to contextualize the paper, and these two curricula have been presented comparatively. The comparison encompasses their respective scoping aims, models of curricular control, distinctive teacher roles, and assessment practices. Moreover, the study incorporates insights and viewpoints from PYP teachers who also had worked for long years in public schools following the national curricula, revealing their roles in the PYP system. Drawing from interviews with PYP teachers, this case study elucidates the contrasting approaches to establishing product-process control models within these educational frameworks, as seen through the lens of teacher roles. The analysis serves to enhance comprehension of the rationale behind the PYP programme and is anticipated to offer novel perspectives on the national curriculum. The findings from the study underscore notable disparities between the two curricula in terms of their scoping objectives, patterns of curriculum control, assessment methodologies, and teacher roles. Through the accounts and viewpoints of the interviewed teachers, it was deduced that the IB-PYP curriculum within the Didaktik perspective can serve as an inspiration for future Turkish national curricula. [ABSTRACT FROM AUTHOR]