A comparison of the English language teaching curriculum implemented at the secondary education level in Turkey with the English language teaching curriculum implemented at the secondary education level in Berlin, Germany

This study compares the English Language Teaching (ELT) curricula for secondary education in Turkey (grades 9-12) and the first stage of secondary education (Sekundarstufe I, grades 7-10) in the state of Berlin, Germany, examining their objectives, content, instructional processes, assessment techniques, and general characteristics. Employing a qualitative research design with document analysis, this study analyzes the most recent official curricula published by the educational authorities of both countries and relevant academic literature to interpret the similarities and differences between the two programs. The findings reveal fundamental philosophical divergences rooted in a structural distinction in the curriculum development architectures of the two countries. Whereas Turkey follows a discipline-specific programming model, Berlin adopts a holistic, competency-area-focused framework that applies to all modern languages—a contrast that constitutes a central finding of this research. It was determined that Turkey's curriculum, due to its inherent structuralist tendencies, prioritizes grammatical accuracy and structural knowledge, while the Berlin curriculum centers on communicative language skills, intercultural awareness, and the use of authentic materials. This philosophical divide is also reflected in the assessment approaches suggested within the programs. The Turkish curriculum emphasizes product-oriented written examinations, while the Berlin program recommends a variety of process-based assessment tools. The study's most fundamental conclusion is that the Turkish curriculum document exhibits an internal inconsistency: it promotes communicative objectives while simultaneously prescribing structuralist content and product-oriented assessment methods that conflict with these goals. Therefore, it is recommended that the Turkish curriculum be enriched with practice-based communicative activities and digital materials, drawing inspiration from the Berlin model, and that its assessment system be diversified with process-oriented tools. The findings of this study underscore the importance of developing future language education policies and planning professional development for teachers.