Türkiye'deki lise 9. sınıf İngilizce öğretim programının Avrupa dilleri öğretimi ortak çerçeve programı ilkelerine göre değerlendirilmesi

This study tried to find out the compatibility of the Secondary Education 9th Grade English Language Teaching Program, which was proposed in 2017 and finalized in 2018, to the principles of the Common European Framework of Reference for Languages (CEFR). Qualitative research method was implemented through document analysis, interview and observation techniques in this study. The CEFR, Breakthrough, Waystage, EAQUALS-Bank of Descriptors as Checklists documents and Secondary Education 9th Grade English Language Teaching Program were compared in the document analysis process. An interview form was developed for the interviews, and an observation checklist was developed for the observations. The data of the study were collected from the participants and schools, chosen purposefully, with the data collection instruments in the spring term of 2017-2018 academic year. The data were analyzed through descriptive analysis. The researcher followed several strategies to enhance the trustworthiness of the study. The results of the study, in general, showed that the outcomes stated in the 9th Grade English Language Teaching Program were not completely compatible with the proficiency descriptors of the CEFR, the pedagogical principles of plurilingualism and pluriculturalism of the CEFR were not covered in the 9th Grade English Language Teaching Program, the issues such as course materials, course hours, self-assessment and in-service training activities to the teachers affected the implementation of the program negatively; however, the activities of the EFL program were appropriate to the students' language levels and ages, the EFL program was appropriate to the students' communicative needs and levels, and it addressed the students' communicative problems through intercultural and task-based activities. At the end of the study, several suggestions with regard to course materials, course hours, self-assessment, and in-service training activities for teachers were proposed in parallel with the results.