A comparative analysis of English language curriculum for primary education in Turkey and Finland according to common European framework for languages

This research aims to determine the similarities, differences and compliance for the attainments and skills between the English Language Curriculum for primary education in Turkey and in Finland and Common European Framework for languages. This research is a descriptive research based on the document analysis considered with research questions, made use of qualitative models and designs. The skills are collected at four main themes as listening, speaking, reading and writing in line with the vision of research questions. These themes were formed the basic categories of document analysis. Some codes were improved to these four themes field. Sentences and paragraphs were handled as analysis unit in the content analysis creating themes and codes. Datas were described and commented referring to these categories According to the CEFr, it was understood that the attainments of the 4th grade English Language Curriculum in Turkey are A1 level and the 8th grade English Language Curriculum in Turkey is generally A2 level. It was found the findings that the attainments of the 3rd grade English Language Curriculum in Finland are also A1 level, the 9th grade attainments are A2 level and B1 level. The results revealed that Turkey?s and Finland?s English Language Curriculum for primary education?s four skills were examined according to the CEFr?s attainments, some of the attainments are similar and some of the attainments are different. This research will shed light to curriculum development experts, teachers to solve the problems experienced at schools and for future researches. Keywords: curriculum, English, CEFr, language skills