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In 1997, Turkish educational system underwent a number of fundamental changes regarding the English teaching policy at all levels of education.  The innovation which took place in 1997 primarily extended the duration of compulsory primary education from 5 to 8 years. So, with the new project three-year middle school education was embedded into primary education. Another innovation adopted by the MONE was the introduction of English from grade 4 upwards   Previously, English used to be introduced only at the middle-school level. The main incentive behind this innovation was to expose students to English longer than before so that they could acquire it more successfully

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The 1997 curriculum states that the main objective of the secondary level English education is to improve the basic communicative skills of the learners through the integration of the four skills so that learners can be engaged in successful communication in the target language (MONE, 2001). In this sense, the 1997 curriculum can be regarded as a milestone in English language teaching in Turkey since for the first time in Turkish history the concept of the “communicative” approach was introduced into the ELT curriculum

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Revision of the 1997 Curriculum similarities

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Revision of the 1997 Curriculum similarities

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The 1997 curriculum has been redesigned necessitating a number of further innovations in the language policy in Turkey. Similar to the 1997 curriculum, the current English curriculum adopts a communicative view to ELT, highlighting the importance of meaningful communication for  learning English more effectively, and also underlining the role of the teacher as facilitator of the learning process. The goals and objectives to be achieved are given with their corresponding structural items, illustrated with topics, functions, sampled tasks or projects, following a functional-notional and skills-based model. Learners are expected to acquire the linguistic and communicative competence.

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Revision of the 1997 Curriculum differences

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Revision of the 1997 Curriculum differences

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The recent revision consists of different kinds of activities such as songs, plays, and drawing-coloring activities, and learners are expected to involve in learning process actively because the shift has moved from more teacher-centered approaches to more learner and learning-centered approaches. The curriculum encourages learner autonomy since learners become aware of their abilities and potential in the learning situation and this is provided by giving projects to students and strategy training. Therefore, students can have the opportunities to control their own learning and learn according to their own individual styles and preferences.

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A further major innovation that the current ELT curriculum brought about is to do with assessment. Traditional “paper and pencil” tests are replaced with “performance–based assessment”. “Portfolios” that are believed more authentic and realistic and are also claimed to be harmonious with the principles of Communicative Language Teaching (CLT) are implemented. Portfolios focus on documenting a student’s language progress and performance so, they enable both teachers and parents to discuss and review the child’s development. The MONE reveals that evaluation procedures must be in line with the teaching methods and techniques. Hence, the suggested evaluation devices are all taken from European Language Portfolio (ELP)

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According to this event education system has been broken into three parts; primary, secondary, high school education 4 years each 4+4+4 which made compulsory to the all students. Also thanks to this changes English learning age to 7 (to the second grade) two hours a week.

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Journal of Language and Linguistic Studies

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Ahmad, F. (1993). The making of modern Turkey. New York: Routledge. Bamgbose, A. (2003). A recurring decimal: English in language policy and planning. World Englishes, 22(4), 419-431. Büyükkantarcıoğlu, N. (2004). A sociolinguistic analysis of the present dimensions of English as a foreign language in Turkey. Int'l J. Soc. Lang. 165, 33-58.