1. Learning Model for English 2-8 grades

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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)

9. 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

10. 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)