An investigation of the cases of english teachers to ensure program alignment

The aim of this study is to examine the cases of program teachers' English language alignment in classroom practices. In line with this aim, the level of alignment between the outcomes in the English curriculum, learning-teaching process and evaluation was examined in the Bloom's taxonomy table in terms of knowledge and cognitive processes. In this research, case study, which is one of the qualitative research design types, was used. Observation and document analysis were conducted for the case study. In the observation form, the aim of the course, the teacher's classroom activities during the course of interest in the introduction activities, methods and techniques used, asked questions, assignments, assessment techniques are used to report. The study group consisted of teachers who attended 7th grade English course in Şanlıurfa in 2019-2020 academic year. Descriptive analysis method was used for the analysis of the obtained data. The findings of the study reveal that English teachers are generally successful in terms of ensuring curriculum alignment between learning outcomes and learning teaching process, between learning outcomes and assessment, between learning teaching process and assessment, they do not have awareness of the outcomes of the curriculum, and therefore do not reveal a process suitable for learning outcomes. The findings also show that teachers do not make an effort to ensure the alignment between the elements of the curriculum, and that the providers can naturally ensure alignment because they follow the contents of the book provided by the Ministry of National Education. Key words: English language teaching curriculum, alignment, curriculum alignment, English teacher