Learning Model for English 2-8 grades

Principles and descriptors of CEFR were followed CEFR aims to put learning into real life practice CEFR supports fluency, pronunciation and language retention Thus, new curriculum supports language use in an authentic communicative environment

Which teaching methodology was applied? Eclectic (no single method would meet the needs) English was accepted as a means of communication; language was not seen as a topic of study Use of English is emphasized in classroom interactions

Need for developing communicative competence in English Lots of effort in Turkey to improve effective language education, but no success Why? Because English is taught as a subject to be learned (an academic requirement to be met); NOT as a means for communication However, language should be taught in context: Must be used in the course of everyday interactions, for true communicative purposes NOT as an abstract exercise

Thus the new syllabus focuses on language learning as communication. The focus is NOT on Language as a subject of study and Grammatical structures and linguistic functions Rehearsing prepared materials (reading a printed dialog) BUT on Language as a means of interacting with others and Authentic use of language in an interactive context Creating group/class games

Organization of the Curriculum Three descriptors of CEFR were taken into consideration: Learner autonomy Self-assessment Appreciation of cultural diversity Thus, learners will Become confident and proficient users Develop appreciation for their culture while understanding and valuing other cultures

Instructional Design: Three learning stages Stage 1 (2nd to 4th grades) Emphasis on listening and speaking No or very limited reading and writing At the earlies stages, cognates are used (they provide bridges between languages—transition from known to the unknown Stage 2 (5th and 6th grades) Exposure to short texts Controlled writing activities (e.g. Filling out a form) Stage 3 (7th and 8th grades) Reading and writing as an integral part of learning (e.g. Reading simple texts or writing short, simple stories

Thus, the approach in the syllabus advocates a progression from cognitively undemanding, context-embedded activities to cognitively demanding, context-embedded tasks from familiar to unfamiliar concepts Structural features are handled implicitly (children’s grammatical knowledge of a language emerges naturally)

Instructional materials Units are thematic 10 sample units for each grade level are provide Themes reflect ideas and issues that are familiar to young students (e.g. Friends, animals, holidays…) Cultural issues are also addressed In the first stage (grades 2-4) teacher resource packs (lesson plans, printed handouts, fladhcards, audio/visual materials, etc) are preferred to textbooks

Assessment Self-assessment is emphasized Learners will monitor their own progress in the develoopment of communicative competence Each unit has a list of achievements to be converted to self- assessment checklists Learners will also keep a dossier; thus, they will track their progress independently of quantitative grades. Additionally, formal evaluation will be carried out (written and oral exams, quizzes, homework assignments, projects)