English Language Instruction in Public and Private Middle Schools in Istanbul: A Comparative Two-Case Study

Esra Kerimoğlu; Sertel Altun

doi:10.31704/ijocis.1749779

English Language Instruction in Public and Private Middle Schools in Istanbul: A Comparative Two-Case Study

Abstract

Although centralized education systems mandate uniform curricula, the enactment of these policies varies across institutional contexts. Drawing on a sociocultural perspective of curriculum enactment and teacher cognition, this multiple-case study investigates how English language instruction is conceptualized and enacted in one public and one private middle school in Istanbul, Turkey, both operating under the same Ministry of National Education (MoNE) framework. Participants included two vice-principals and nine English teachers. Data were collected through semi-structured interviews, document analysis (MoNE’s 2018 ELT curriculum and institutional documents), and examination of visual and spatial representations of school environments. Using inductive qualitative content analysis and systematic cross-case synthesis, the study identified four overarching themes: (1) learning environment as a pedagogical message, (2) institutional conceptions of English instruction, (3) teacher cognition and beliefs about language learning, and (4) curriculum enactment tensions between policy and pedagogy. These findings indicate that while both schools endorse communicative and learner-centered principles at a discursive level, enactment differs substantially. In the public school, English instruction is shaped by exam-oriented pressures, large class sizes, and pragmatic instructional adaptations. In contrast, the private school enacts the curriculum through enriched programs, process-oriented pedagogies, and institutional support. The study demonstrates that differences in ELT practices stem not from curriculum design but from institutional conditions mediating curriculum enactment, highlighting the need for context-sensitive curriculum policies and leadership practices with implications for curriculum policy, school leadership, and teacher education.

Keywords

Ethical Statement

This study was approved by Yildiz Technical University Social and Human Sciences Research Ethics Committee under the number 20230502108 on May 3, 2023.

References

Affuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M. C., De Angelis, G., Aquilar, S., Dragone, M., & Bacchini, D. (2023). The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time. European Journal of Psychology of Education, 38(1), 1–23. https://doi.org/10.1007/s10212-021-00594-6
Aguiar, A., & Nogueira, M. A. (2012). Internationalisation strategies of Brazilian private schools. International Studies in Sociology of Education, 22(4), 353–368. https://doi.org/10.1080/09620214.2012.745344
Aktaş, Ş. S. (2021). Evaluation of lower secondary schools’ English language curriculum: teachers’ perceptions and issues concerning the implementation in public schools. (Thesis No: 686059) [Master Thesis, Maltepe University]. Turkish Council of Higher Education Theses Center.
Aloni, N. (2011). Humanistic education: From theory to practice. In W. Veugelers (Ed.), Education and humanism (pp. 35–46). Sense Publishers. https://doi.org/10.1007/978-94-6091-577-2_3
Aloni, N. (2013). Empowering dialogues in humanistic education. Educational Philosophy and Theory, 45(10), 1067–1081. https://doi.org/10.1111/j.1469-5812.2011.00789.x
Alsubaie, M. A. (2015). Hidden curriculum as one of current issue of curriculum. Journal of Education and Practice, 6(33), 125–128.
Anchunda, H. Y. (2023). A study and comparison of students’ English language achievement with school type: The case of private and public schools in the Lower Northern Region of Thailand. International Journal of Science Academic Research, 4(7), 5913-5919. https://www.scienceijsar.com/sites/default/files/article-pdf/IJSAR-1659.pdf
Arık, B. T. (2020). English in Turkey: A sociolinguistic profile. World Englishes, 39(3), 1–14. https://doi.org/10.1111/weng.12488

Arslan, H., Kuru, M., & Satıcı, A. (2006). A research on the effectiveness of the public and private primary schools. Education and Science, 31(142), 15–25.
Aypay, A., Hajar, A., & Atmaca, T. (2025). Fee-charging private tutoring and educational inequality: voices of secondary school students in Türkiye. Globalisation, Societies and Education, 1-18. https://doi.org/10.1080/14767724.2025.2498001
Babanoğlu, M. P., & Yardımcı, A. (2017). Turkish state and private school EFL teachers’ perceptions on professional development. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(2), 789-803.
Backhaus, P. (2019). Linguistic landscape. In P. Backhaus (Ed.), Routledge handbook of Japanese sociolinguistics (pp. 158-169). Routledge. https://doi.org/10.4324/9781315213378-10
Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. Routledge. https://doi.org/10.4324/9780203153185
Basok, E. (2020). The gap between language teaching policies and classroom practices in the Turkish EFL context: The effects on teacher motivation. MEXTESOL Journal, 44(2), n2.
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–556.
Bellibaş, M. Ş., Gümüş, S., & Liu, Y. (2021). Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School Effectiveness and School Improvement, 32(3), 387-412. https://doi.org/10.1080/09243453.2020.1858119
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903
Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum.
Bümen, N. T., & Holmqvist, M. (2022). Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts. Journal of Curriculum Studies, 54(6), 832–851. https://doi.org/10.1080/00220272.2022.2121178
Callahan, R. M., & Shifrer, D. (2016). Equitable access for secondary English learner students: Course taking as evidence of EL program effectiveness. Educational Administration Quarterly, 52(3), 463-496. https://doi.org/10.1177/0013161X16648190
Cenoz, J., & Gorter, D. (2006). Linguistic landscape and minority languages. International Journal of Multilingualism, 3(1), 67-80. https://doi.org/10.1080/14790710608668386
Civriz, E., & Burakgazi, S. G. (2021). A Case Study on the secondary school English curriculum: teacher’s fidelity and students’ expectations. Ankara University Journal of Faculty of Educational Sciences (JFES), 54(2), 559-597. https://doi.org/10.30964/auebfd.694502
Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19-36. https://doi.org/10.1111/j.0026-7902.2005.00263.x
Çelik, H., & Yazan, B. (2024). Teaching culture through EFL classes in Turkey: A qualitative study of teachers’ conceptualizations and pedagogical orientations. Pedagogies: An International Journal, 19(2), 183-201. https://doi.org/10.1080/1554480X.2023.2197601
Çelik, S. (2021). Culture and language instruction: Does Turkey's EFL curriculum do enough to support intercultural awareness?. International Journal of Curriculum and Instruction, 13(3), 3443-3463.
Deal, T. E., & Peterson, K. D. (2016). Shaping school culture. John Wiley & Sons. https://doi.org/10.1002/9781119210214
De Fraine, B., Van Damme, J., Van Landeghem, G., Opdenakker, M. C., & Onghena, P. (2003). The effect of schools and classes on language achievement. British Educational Research Journal, 29(6), 841-859. https://doi.org/10.1080/0141192032000137330
Dogançay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 24–39. https://doi.org/10.1080/01434639808666340
Duff, P. A. (2013). Identity, agency, and second language acquisition. In P. A. Duff (Ed.), The Routledge handbook of second language acquisition (pp. 410-426). Routledge.
Entwistle, N. (1997). Reconstituting approaches to learning: A response to Webb. Higher Education, 33(2), 213–218. https://doi.org/10.1023/A:1002930608372
Ephraim, L. (2021). An examination of the relationships among high school students’ school engagement, socioeconomic status, mathematics self-efficacy, and mathematics achievement. (Publication No: 2531523513) [Doctoral Dissertation, Hampton University]. ProQuest Dissertations and Theses Global.
Erickson, H. H. (2017). How do parents choose schools, and what schools do they choose? A literature review of private school choice programs in the United States. Journal of School Choice, 11, 491–506. https://doi.org/10.1080/15582159.2017.1395618
Ewert, S. (2013, January). The decline in private school enrollment. SEHSD Working Paper Number FY12-117, U.S. Census Bureau.
Farvis, J., & Hay, S. (2020). Undermining teaching: How education consultants view the impact of high-stakes test preparation on teaching. Policy Futures in Education, 18(8), 1058–1074. https://doi.org/10.1177/1478210320919541
Fives, H., & Buehl, M. M. (2012). Spring cleaning for the ‘messy’ construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook: Vol. 2. Individual differences and cultural and contextual factors (pp. 471–499). APA. https://doi.org/10.1037/13274-019
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Gedik, B. N., & Perihan, S. (2020). Intercultural competence in the eyes of state school English language teachers in Turkey. Journal of Language and Education, 6(2), 56-75. https://doi.org/10.17323/jle.2020.10327
Günbayı, A., Yörük, T., Günbayı, I., & Orhon, G. (2017). English teachers’ opinions on teaching problems they experience: A case study. Journal of Research in Education and Teaching, 6(3), 23–37.
Gürler, M. (2020). Differences between public school and private school. Cappadocia Journal of Education, 1(1), 1–6.
Heck, R. H. (1992). Principals’ instructional leadership and school performance: Implications for policy development. Educational Evaluation and Policy Analysis, 14(1), 21–34. https://doi.org/10.2307/1164525
Inngam, P., & Eamoraphan, S. (2014). A comparison of students’ motivation for learning English as a foreign language in selected public and private schools in Bangkok. Scholar: Human Sciences, 6(1), 15–19.
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge. https://doi.org/10.4324/9780203878033
Karaköse, T., & Kocabaş, İ. (2006). The effect of teachers’ expectations on job satisfaction and motivation in private and public schools. Journal of Theory and Practice in Education, 2(1), 3–14.
Kasimi, E., & Hangişi, Y. (2021). Demotivating factors on foreign EFL teachers: A Case study in private school in Turkey. The Reading Matrix: An International Online Journal, 21(1), 107-115.
Kılıçkaya, F. (2016). Washback effects of a high-stakes exam on lower secondary school English teachers’ practices in the classroom. Lublin Studies in Modern Languages and Literature, 40(1), 116–134. https://doi.org/10.17951/lsmll.2016.40.1.116
Kırkgöz, Y. (2007). English language teaching in Turkey policy changes and their implementations. RELC Journal, 38(2), 216–228. https://doi.org/10.1177/0033688207079696
Kırkgöz, Y. (2008). A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education. Teaching and Teacher Education, 24(7), 1859-1875. https://doi.org/10.1016/j.tate.2008.02.007
Kizildag, A. (2009). Teaching English in Turkey: Dialogues with teachers about the challenges of public primary schools. International Journal of Elementary Education, 1(3), 188-201. https://files.eric.ed.gov/fulltext/EJ1052035.pdf
Koç, A. F. (2019). The impact of school culture on the practices of public and private school social studies teachers. (Thesis No: 623056) [Master thesis, Erciyes University]. Turkish Council of Higher Education Theses Center.
Krashen, S. (1992). The input hypothesis: An update. Linguistics and language pedagogy: The State of the Art, 12(3), 409-431.
Kuper, A., Lingard, L., & Levinson, W. (2008). Critically appraising qualitative research. Bmj, 337. https://doi.org/10.1136/bmj.a1035
Kurban, A. (2021). The reasons for teachers working at the state schools to enroll their children in private schools. Asian Journal of Instruction, 9(2), 19-33. https://doi.org/10.47215/aji.933354
Lantolf, J. P. (1994). Sociocultural theory and second language learning. The Modern Language Journal, 78(4), 418-420.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Lubienski, C. A., & Lubienski, S. T. (2013). The public school advantage: Why public schools outperform private schools. University of Chicago Press. https://doi.org/10.7208/chicago/9780226089072.001.0001
Mancebón, M. J., Calero, J., Choi, Á., & Ximénez-de-Embún, D. P. (2012). The efficiency of public and publicly subsidized high schools in Spain: Evidence from PISA-2006. Journal of the Operational Research Society, 63(11), 1516-1533. https://doi.org/10.1057/jors.2011.156
Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397. https://doi.org/10.1177/0013161X03253412
Mehdiyev, E. (2019). English teachers’ expectations and perceptions of support for English teaching. Bartın University Journal of Faculty of Education, 8(3), 811-838. https://doi.org/10.14686/buefad.515656
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Metli, A. (2021). Assessment of international-mindedness in the international baccalaureate diploma programme schools: A comparative study in different school contexts in Turkey. International Education Journal: Comparative Perspectives, 20(1), 20–40.
MoNE. (2012). 12 years compulsory education questions and answers. https://www.meb.gov.tr/duyurular/duyurular2012/12Yil_Soru_Cevaplar.pdf
MoNE. (2018). English curriculum (primary and secondary school 2, 3, 4, 5, 6, 7 and 8th grades). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=327
Nguyen, H. T. M. (2013). Primary English language education policy in Vietnam: Insights from implementation. In R. B. Baldauf, R. B. Kaplan, N. M. Kamwangamalu, & P. Bryant (Eds.), Language planning in primary schools in Asia (pp. 121-145). Routledge.
Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446. https://doi.org/10.1017/S0261444811000309
OECD. (2018). School principals (indicator). https://doi.org/10.1787/206df7b1-en
OECD. (2023). Equity and inclusion in education: Finding strength through diversity. OECD Publishing. https://doi.org/10.1787/e9072e21-en
Ömür, Y. E., & Bavlı, B. (2020). High stakes testing and transformation in the occupational identity of teachers. Journal of Economy Culture and Society, Supp(1), 117–137. https://doi.org/10.26650/JECS2019-0101
Önalan, O., & Gürsoy, E. (2020). Private school EFL teachers’ perceptions on assessment: A case study in Turkey. Porta Linguarum, 33, 249–264. https://doi.org/10.30827/portalin.vi33.26659
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42, 533–544. https://doi.org/10.1007/s10488-013-0528-y
Park, J. (2025). Public education funding cuts and enrollment shift to private schools: evidence from the great recession. Oxford Bulletin of Economics and Statistics. 1-17. https://doi.org/10.1111/obes.70026
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage.
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390. https://doi.org/10.1016/j.system.2009.03.002
Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211-246. https://doi.org/10.3102/00346543075002211
Rohde, L. A., Campani, F., Oliveira, J. R. G., Rohde, C. W., Rocha, T., & Ramal, A. (2019). Parental reasons for school choice in elementary school: A systematic review. Journal of School Choice, 13(3), 287-304. https://doi.org/10.1080/15582159.2019.1643970
Sakız, H., Çuhadar, P., & Çirkin, Z. (2025). Quality of education from a social justice and capabilities perspective: The case of Turkey. International Journal of Educational Reform, 34(1), 141-157. https://doi.org/10.1177/10567879221121638
Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Sage.
Sayer, P. (2018). Does English really open doors? Social class and English teaching in public primary schools in Mexico. System, 73, 58–70. https://doi.org/10.1016/j.system.2017.11.006
Schmoker, M. (2011). Curriculum now. Phi Delta Kappan, 93(3), 70–71. https://doi.org/10.1177/003172171109300317
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
Sevim, Ö. M., & Dursun, F. (2021). Why can't we do it as teachers? English language teaching from the perspectives of secondary school teachers. Research in Pedagogy, 11(1), 63-84. https://doi.org/10.5937/IstrPed2101063M
Snyder, J., Bolin, F., & Zumwalt, K. (1992). Curriculum implementation. In P.W. Jackson (Ed.), Handbook of research on curriculum (pp. 402–435). Macmillan.
Stake, R. E. (2006). Multiple case study analysis. Guilford Press.
Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative Research Journal, 11(2), 63–75. https://doi.org/10.3316/QRJ1102063
Süer, S., & Kinay, İ. (2022). Investigation of primary teachers’ curriculum fidelity. International Journal of Curriculum and Instructional Studies, 12(1), 191–214. https://doi.org/10.31704/ijocis.2022.009
Uygur, Ö. (2024). Views of school administrators and teachers towards English teaching and metaphoric perceptions toward English teaching. In Policy Development, Curriculum Design, and Administration of Language Education (pp. 413-441). IGI Global. https://doi.org/10.4018/979-8-3693-3645-8.ch018
Uztosun, M. S. (2017). Profiles of Turkish pre-service teachers of English in terms of language learning background. Journal of Further and Higher Education, 41(4), 492-503. https://doi.org/10.1080/0309877X.2015.1135883
Ünsal, S., & Çetin, A. (2019). Differences encountered by classroom teachers who worked at private and state schools in the implementation of the curriculum. Kastamonu Education Journal, 27 (4), 1541–1551. https://doi.org/10.24106/kefdergi.3131
Valizadeh, M. (2021). The challenges facing English language teachers in Turkey. Advances in Language and Literary Studies, 12(4), 61-67. https://doi.org/10.7575/aiac.alls.v.12n.4.p.61
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard University Press.
Wertsch, J. V., & Tulviste, P. (1992). L. S. Vygotsky and contemporary developmental psychology. Developmental Psychology 28(4), 548-557. https://doi.org/10.1037//0012-1649.28.4.548
Yanık, Ş., & Ünal, B. (2025). Exploring EFL speaking ability and the influencing factors of middle school students. Journal of Language Teaching and Learning, 15(2), 157-179.
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Sage.

Details

Primary Language

English

Subjects

Curriculum and Instration (Other)

Journal Section

Research Article

Authors

Esra Kerimoğlu ^*
0000-0002-7004-3175
Türkiye

Sertel Altun
0000-0002-1951-5181
Türkiye

Early Pub Date

April 28, 2026

Publication Date

-

Submission Date

August 7, 2025

Acceptance Date

February 13, 2026

Published in Issue

Year 2026 Number: Advanced Online Publication

DOI

https://doi.org/10.31704/ijocis.1749779

IZ

https://izlik.org/JA26MP33YZ

Cite

RIS / Bibtex

APA

Kerimoğlu, E., & Altun, S. (2026). English Language Instruction in Public and Private Middle Schools in Istanbul: A Comparative Two-Case Study. International Journal of Curriculum and Instructional Studies, Advanced Online Publication. https://doi.org/10.31704/ijocis.1749779

AMA

1.Kerimoğlu E, Altun S. English Language Instruction in Public and Private Middle Schools in Istanbul: A Comparative Two-Case Study. IJOCIS. 2026;(Advanced Online Publication). doi:10.31704/ijocis.1749779

Chicago

Kerimoğlu, Esra, and Sertel Altun. 2026. “English Language Instruction in Public and Private Middle Schools in Istanbul: A Comparative Two-Case Study”. International Journal of Curriculum and Instructional Studies, no. Advanced Online Publication. https://doi.org/10.31704/ijocis.1749779.

EndNote

Kerimoğlu E, Altun S (April 1, 2026) English Language Instruction in Public and Private Middle Schools in Istanbul: A Comparative Two-Case Study. International Journal of Curriculum and Instructional Studies Advanced Online Publication

IEEE

[1]E. Kerimoğlu and S. Altun, “English Language Instruction in Public and Private Middle Schools in Istanbul: A Comparative Two-Case Study”, IJOCIS, no. Advanced Online Publication, Apr. 2026, doi: 10.31704/ijocis.1749779.

ISNAD

Kerimoğlu, Esra - Altun, Sertel. “English Language Instruction in Public and Private Middle Schools in Istanbul: A Comparative Two-Case Study”. International Journal of Curriculum and Instructional Studies. Advanced Online Publication (April 1, 2026). https://doi.org/10.31704/ijocis.1749779.

JAMA

1.Kerimoğlu E, Altun S. English Language Instruction in Public and Private Middle Schools in Istanbul: A Comparative Two-Case Study. IJOCIS. 2026. doi:10.31704/ijocis.1749779.

MLA

Kerimoğlu, Esra, and Sertel Altun. “English Language Instruction in Public and Private Middle Schools in Istanbul: A Comparative Two-Case Study”. International Journal of Curriculum and Instructional Studies, no. Advanced Online Publication, Apr. 2026, doi:10.31704/ijocis.1749779.

Vancouver

1.Esra Kerimoğlu, Sertel Altun. English Language Instruction in Public and Private Middle Schools in Istanbul: A Comparative Two-Case Study. IJOCIS. 2026 Apr. 1;(Advanced Online Publication). doi:10.31704/ijocis.1749779