Educating for Democracy? The Case of the Lebanese Elementary ESL Classrooms

Year 2019, Volume: 12, 19 - 31, 26.02.2019

Samar Sınno

Abstract

The main purpose of this study is to
find out if the elementary schools in Lebanon are educating for democracy.  In particular, it aims to determine whether
or not the ESL classrooms are preparing young citizens to live in a democratic
society in the future.  The data was
collected from: a) classroom observations, b) analysis of the Lebanese National
ESL Curriculum, launched by CERD in 1997, c) social-media conferencing with a
focused group of 31 elementary and intermediate ESL teachers, d) a
questionnaire addressed to that focused group teachers, and e) five meetings
with the trainers. The study targeted grades 1 through 6 of Basic Education in
schools in different regions of Lebanon. The research study is qualitative in
nature, yet it includes a quantitative aspect to triangulate the data. This
design enables the researcher to formulate an informed opinion about teachers’
attitudes, behaviors and practices. The Lebanese National ESL Curriculum and
the literature on educating for democracy help provide the theoretical
framework for the aforementioned variables. 
Results indicate that democracy prevailed in only very few
instances.  Recommendations for some
instructional practices and teachers’ attitudes and behaviors that help sustain
a democratic atmosphere in the English language classroom are highlighted.

Keywords

Education for democracy, ESL classes, Basic education, Implicit or hidden curriculum

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