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CHALLENGES IN THE GRADE 12 ENGLISH LANGUAGE CURRICULUM IN LEBANON: A SWOT ANALYSIS

Year 2024, Volume: 11 Issue: 3, 254 - 267, 01.08.2024

Abstract

Used in various disciplines, a SWOT analysis is one of the essential tools for identifying needs in curriculum development. Given the current ongoing efforts to develop new curricula in Lebanon, this research becomes particularly relevant. This study highlights various challenges in the English language curriculum in Lebanon. It aims to provide valuable insights for Lebanese decision-makers involved in curriculum development. The research used the phenomenology method, a qualitative approach where twelve interviews with twelve grade 12 English language teachers were conducted. These teachers shared their views on the strengths, limitations, potentialities, and risks concerning the current grade 12 English language curriculum. The results showed that deficiencies and risks outweigh strengths and opportunities. In general, this research examines the general shortcomings of the English language curriculum, particularly for grade 12, and identifies areas needing urgent improvement.

References

  • Alacapınar, F. G. (2022). Reliability and validity study of the self-confidence scale. International Journal of Quality in Education, 6(2), 66-84.
  • Aljaafil, E., & Beyhan, Ö. (2023). Analysis of the English language needs of grade 12 learners in Lebanon. Research on Education and Psychology, 7(3), 558-601.
  • Arab Reform Initiative. (2023, July 4). The deteriorated educational reality in Lebanon: Towards another critical approach. Arab Reform Initiative. https://www.arab-reform.net/publication/the-deteriorated-educational-reality-in-lebanon-towards-another-critical-approach/ Retrieved on 29 July 2024.
  • Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
  • Demirel, Ö. (2020). Egitimde program gelistirme: Kuramdan uygulamaya. Pegem Akademi.
  • Esseili, F. (2014). English language teaching in Lebanese schools: Trends and challenges. Teaching and learning English in the Arabic-speaking world, 101-114.
  • Kılıç, A., Aydın, M., Ökmen, B., & Şahin, Ş. (2019). Kuramdan Uygulamaya İhtiyaç Belirleme (1st ed.). Pegem Akademi.
  • Oral, B., & Yazar, T. (2017). Eğitimde program geliştirme ve değerlendirme. Pegem Akademi.
  • Orr, M., & Annous, S. (2018). There is no Alternative! Student perceptions of learning in a second Language in Lebanon. Journal of Language and Education, 4(1), 79–91 https://doi.org/10.17323/2411-7390-2018-4-1-79-91 Özan, M. B., Polat, H., Gündüzalp, S., & Yaraş, Z. (2015). Eğitim kurumlarında SWOT analizi. Turkish Journal of Educational Studies, 2(1), 1-28
  • Shaaban, K. (2014). English language teaching in Lebanon: Challenges for the future. In Teaching English to the world (pp. 103-114). Routledge.
  • Shaaban, K. A. (2013). Disparity between ideals and reality in curriculum construction: The case of the Lebanese English language curriculum. Creative Education, 4(12), 28.
  • Sönmez, V. ve Alacapınar, F. G. (2016). Örneklendirilmiş bilimsel araştırma yöntemleri (4. baskı). Anı Yayıncılık.
  • Sönmez, V., & Alacapınar, F. G. (2013). Örneklendirilmiş bilimsel araştırma yöntemleri. Anı Yayıncılık.
  • UNESCO. (2023). Strengthening Lebanon’s education reform through strategic partnerships. Retrieved from https://www.unesco.org/en/articles/strengthening-lebanons-education-reform-through-strategic-partnerships Retrieved on 29 July 2024
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. baskı). Seçkin Yayıncılık.

Challenges in the Grade 12 English Language Curriculum in Lebanon: A SWOT Analysis

Year 2024, Volume: 11 Issue: 3, 254 - 267, 01.08.2024

Abstract

Used in various disciplines, a SWOT analysis is one of the essential tools for identifying needs in curriculum development. Given the current ongoing efforts to develop new curricula in Lebanon, this research becomes particularly relevant. This study highlights various challenges in the English language curriculum in Lebanon. It aims to provide valuable insights for Lebanese decision-makers involved in curriculum development. The research used the phenomenology method, a qualitative approach where twelve interviews with twelve grade 12 English language teachers were conducted. These teachers shared their views on the strengths, limitations, potentialities, and risks concerning the current grade 12 English language curriculum. The results showed that deficiencies and risks outweigh strengths and opportunities. In general, this research examines the general shortcomings of the English language curriculum, particularly for grade 12, and identifies areas needing urgent improvement.

References

  • Alacapınar, F. G. (2022). Reliability and validity study of the self-confidence scale. International Journal of Quality in Education, 6(2), 66-84.
  • Aljaafil, E., & Beyhan, Ö. (2023). Analysis of the English language needs of grade 12 learners in Lebanon. Research on Education and Psychology, 7(3), 558-601.
  • Arab Reform Initiative. (2023, July 4). The deteriorated educational reality in Lebanon: Towards another critical approach. Arab Reform Initiative. https://www.arab-reform.net/publication/the-deteriorated-educational-reality-in-lebanon-towards-another-critical-approach/ Retrieved on 29 July 2024.
  • Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
  • Demirel, Ö. (2020). Egitimde program gelistirme: Kuramdan uygulamaya. Pegem Akademi.
  • Esseili, F. (2014). English language teaching in Lebanese schools: Trends and challenges. Teaching and learning English in the Arabic-speaking world, 101-114.
  • Kılıç, A., Aydın, M., Ökmen, B., & Şahin, Ş. (2019). Kuramdan Uygulamaya İhtiyaç Belirleme (1st ed.). Pegem Akademi.
  • Oral, B., & Yazar, T. (2017). Eğitimde program geliştirme ve değerlendirme. Pegem Akademi.
  • Orr, M., & Annous, S. (2018). There is no Alternative! Student perceptions of learning in a second Language in Lebanon. Journal of Language and Education, 4(1), 79–91 https://doi.org/10.17323/2411-7390-2018-4-1-79-91 Özan, M. B., Polat, H., Gündüzalp, S., & Yaraş, Z. (2015). Eğitim kurumlarında SWOT analizi. Turkish Journal of Educational Studies, 2(1), 1-28
  • Shaaban, K. (2014). English language teaching in Lebanon: Challenges for the future. In Teaching English to the world (pp. 103-114). Routledge.
  • Shaaban, K. A. (2013). Disparity between ideals and reality in curriculum construction: The case of the Lebanese English language curriculum. Creative Education, 4(12), 28.
  • Sönmez, V. ve Alacapınar, F. G. (2016). Örneklendirilmiş bilimsel araştırma yöntemleri (4. baskı). Anı Yayıncılık.
  • Sönmez, V., & Alacapınar, F. G. (2013). Örneklendirilmiş bilimsel araştırma yöntemleri. Anı Yayıncılık.
  • UNESCO. (2023). Strengthening Lebanon’s education reform through strategic partnerships. Retrieved from https://www.unesco.org/en/articles/strengthening-lebanons-education-reform-through-strategic-partnerships Retrieved on 29 July 2024
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. baskı). Seçkin Yayıncılık.
There are 15 citations in total.

Details

Primary Language English
Subjects English As A Second Language
Journal Section Research Article
Authors

Eslam Aljaafil 0000-0001-8631-3152

Publication Date August 1, 2024
Submission Date June 30, 2024
Acceptance Date July 29, 2024
Published in Issue Year 2024 Volume: 11 Issue: 3

Cite

APA Aljaafil, E. (2024). CHALLENGES IN THE GRADE 12 ENGLISH LANGUAGE CURRICULUM IN LEBANON: A SWOT ANALYSIS. Avrasya Sosyal Ve Ekonomi Araştırmaları Dergisi, 11(3), 254-267.