Evaluation of primary school 2nd grade English language teaching curriculum through illuminatıve evaluation model in line with the common European framework of reference for languages

The aim of this study is to evaluate the primary school 2nd grade English language teaching curriculum, implemented from the academic year 2013-2014 on, through illuminative evaluation model in line with the Common European Framework of Reference for Languages. This research was conducted as concurrent triangulation design combining both qualitative and quantitative research methods that illuminative evaluation model proposed. Through this method, both qualitative and quantitative data were collected concurrently and weight was equal between the two methods. In the research, as quantitative data collection instruments a scale, which was implemented to identify teachers' opinions related to the program, and an achievement test, which was conducted in order to determine if 2nd grade English language teaching curriculum aims can be realized for second grade students, were employed. Furthermore, the qualitative data were collected through document analysis, which was used in order to analyze the 2nd grade English language teaching curriculum in line with the Common European Framework of Reference For Languages; participant observation forms, which were used to determine if the suggestions in the program match with the real implementation in the classroom; and semi-structured interviews with teachers which were used to determine teachers' opinions about the program. The quantitative data obtained from the scale and from 768 teachers teaching second grade classes in 14 cities which are chosen by using stratified sampling method, and an achievement test conducted to 48 second grade students who are in the two observed classes in Usak. The qualitative data were selected through in-class observations which are implemented in two different second grade classes in Usak and semi-structured interviews with 21 second grade English teachers. The data were collected in the spring semester of 2013-2014 education year. Quantitative data obtained from the scale were analyzed by using descriptive statistics such as mean (X), frequency (f), percentage (%) and standard deviation and inferential statistics such as Kruskal Wallis Test and Mann-Whitney U Test. Also, content analysis was used to analyze the open-ended questions of the scale. In order to analyze the data obtained from the achievement test, mean (X) and standard deviation was used. Content analysis was employed to analyze the qualitative data obtained from the documents. Moreover, both descriptive and content analyses were employed in the analysis of the data obtained from the interviews. Frequencies were calculated in the analysis of observations. Based on document analysis, it was inferred that 2nd grade English language teaching curriculum was in line with the Common European Framework of Reference For Languages in terms of affective aims, learning-teaching processes and measurement-assessment processes. On the contrary, the program was not in line with the framework of reference in terms of language skills aimed, cognitive aims, self-evaluation statements and content. It was also found that the essentials of the 2nd grade English language teaching curriculum were not in line with what happened in the implementation. It was identified that enough importance was not attached to listening and speaking aims which were the core aims of the curriculum. Besides, it was concluded that the target language was hardly ever used in classes and Turkish was used predominantly by both teachers. As a result of the observations, it was seen that students in the two observed classes were similar in terms of listening skills. When the speaking test results were compared, it was revealed that the average speaking scores of students who were in the class speaking skill was focused on more were higher than the scores of the other group. This situation supports the observation data. As a result of the semi-structured interviews, it can be said that the overall opinion of teachers on the 2nd grade English language teaching curriculum is positive due to the fact that it allows foreign language learning at early age and early foreign language learning has cognitive and affective benefits for students. Moreover, it was found that teachers had problems related to the curriculum such as not being able to teach in appropriate level because of teaching second grade classes for the first time, not being informed about the new curriculum, not being provided with in-service training, untimely distribution of course books to schools, insufficient weekly teaching hours and insufficiency of the course book. Teachers also stated that it was hard for teachers to implement the program in technologically-inefficient and crowded classrooms since the curriculum was based on visual and audial methods and techniques. The scale results indicated that teachers found the realization of the items in the aims and content dimension and teaching-learning process and environmental dimension sufficient; however, they found the realization of the items in the assessment and evaluation dimension insufficient. Besides, teachers working in the Eastern Anatolian and Southeast Anatolian regions have significantly negative views towards all the dimensions of the scale with respect to the views of teachers working in the other regions. It was also identified that teachers who were graduates of any higher education institution, were teaching second grade English classes. Recommendations in order to effectively implement the 2nd grade English language teaching curriculum are listed as: The physical conditions of schools in all regions of Turkey should be improved. Teachers need to be provided with quality in-service training opportunities related to the implementation principles of the 2nd grade English language teaching curriculum, foreign language teaching to young learners and Common European Framework of Reference for Languages. Keywords: Primary School 2nd Grade English Language Teaching Curriculum, Common European Framework of Reference for Languages, Illuminative Evaluation Model, Program Evaluation.