Congruity or Disparity: Teachers' Assessment of the New Palestinian English Language School Curriculum

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Journal Title, Volume, Page: 
TESOL Journal Vol. 2, pp. 189-206 ,2010
Year of Publication: 
2010
Authors: 
Maher Fattash
Current Affiliation: 
Language Center, Faculty of Humanities, An-Najah National University, Palestine
Preferred Abstract (Original): 
Abstract
Ongoing assessment of a language curriculum ensures its workability and
sustainability and keeps the process of learning on the right track. This study
aims at assessing the congruity of the new Palestinian English Language School
Curriculum, which has been recently introduced, with the requirements and
aspects of the most recent language teaching method i.e. the Communicative
Approach. It aims at investigating the teachers' views of the various skills
embodied in the contents of this curriculum, and attempts to find out whether
the requirements and aspects of the communicative curriculum are taken into
consideration. For this purpose a questionnaire was prepared, administered and
distributed among hundred and twenty seven English language teachers
representing the total population of teachers in Nablus district. The study
reveals a number of encouraging results such as the reading materials in the new
curriculum are interesting and appealing to the new generation and the reading
component is relevant to the students' cultural background. It also revealed a big
number of findings that need to be seriously looked into in the process of future
evaluation and amendments of the curriculum. Finally, based on these results, a
number of recommendations are provided.
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