Curriculum Design and Evaluation in ELT

Introduction
Language has been an important tool for communicating but in previous eras it wasn't as
important as it is today. Because in the past nobody worried about contact with other
continents. By development of translation studies language also gained importance so in
conclusion some countries attempt to found an establishment for language. At first every
country determined their own language policy and respectively spread in Europe. So there are
some foundations showing effort for obtaining a satisfying result . Respectively these
institutions are CoE, CEFR, ELP and CLIL.
Language Policy
Language policy fosters the countries to use more than one language. While in a
monolingual community language policy based on just one official language in which there
is a standard structure, in the multilingual societies public tends to use more than one official
language. Although in many foundations such as the United Nations and European Union,
language policy is limited with a predetermined number, the Council of Europe extends this
figure to a broader one.
Kaplan and Baldauf(1997) indicates that a language policy consists of thoughts, laws,
regulations, rules, and exercises aimed to actualize the target language change in
constitutions. However according to Tollefson(1989) language policy can lead to inequality,
because language policy can separate social groups in respect of institutionalism of dialect.
That means that language policy locates language within group structure in order that
language determines who has the ability to reach political and economic power.
Turkey has participated in CoE Since 1949, in other saying it is a founder of CoE.
Additionally, Turkey has had close contact with the Modern Languages Society of National
Education since 1970. It is clear that Turkey gives importance to learning English as an
international language.
The Common European Framework of Reference for Languages(CEFR)
Council of Europe (2001) explains that the Common European Framework of Reference for
Languages(CEFR) is a measurement system used for determining achievements of students
of foreign languages both across Europe and other countries. The Council of Europe put
forward CEFR in order to provide others being citizens of Europe under the project of
“Language Learning for European citizenship. The common reference
levels(A1,A2,B1,B2,C1,C2) encourage the teaching and learning of languages. Thanks to this
framework teachers and learners are able to identify how they can continue their teaching or
learning through targets, skills and information, teaching methods or so on.
The CEFR deals with languages by adapting their needs to a specific context rather than
ready-made solutions(Council of Europe 2019, February 12).
What is the Common European Framework?
CEF is a system of helping learners in their studies, so it is a framework that includes how an
individual can communicate and what information or abilities he/she must have for acting
effectively. The culture also accounts for learning a language.
The Development of Framework
The CEF demonstrates ​the latest phase in a cycle having been actively followed since 1971.
In 1995 the first draft was written and almost 200 from 1000 were eliminated. and in 1995 the
second draft was submitted to the final conference of the modern language project to take
acceptance of usage. By enough votes, the CEF was accepted and published by Cambridge
university press and didier in 2001.
According to CEF (2001) one of the objectives of this framework is to provide an easy way
for learners to share with each other what they wish to achieve.
The European Language Portfolio(ELP)
The ELP was about assessing one person’s development. So it is a personal tool for all
European citizens. The Elp provides a learner to earn their proficiency in different languages
and knowing other traditions is also another advantage of ELP.
1. What is the European Language Portfolio?
Little(2002) states that ELP has 3 main components which are a language passport , a
language biography and a dossier. The language passport includes the information about an
individual’s second language proficiency, second language qualifications succeeded. The
language biography shows monitor progress and record especially crucial language
acquisition and intercultural experiences. The dossier consists of a predeterömined due
selected by learner previously and it shows owner’s opinions about best represent their
second language proficiency(​Little, 2002).
Functions
The ELP in its core sense has two functions including reporting and pedagogical.
Reporting

Figure 1.1 Functions of ELP

Content and Language Integrated Learning(CLIL)
Marsh(2002) states that CLIL entails any activity using foreign language as a tool in learning
and non language terget in which not only laguagee but the subject also has an important role.
CLIL relates to any dialect, age and arrangement not as it were within the obligatory
instruction segment but comprehensive of kindergarten, professional and proficient learning.
It typifies deep rooted learning. In this sense, relevant and situational factors decide the
position of CLIL models along the continuum(​Do Coyle,2007) .
The quality of CLIL focuses on coordination substance and dialect learning in changed,
energetic and relevant learning situations built on ‘bottom-up’ activities as well as ‘top-down’
policy. Its potential shortcoming lies within the elucidation of this ‘flexibility’ unless it is
inserted in a vigorous contextualised system with clear points and projected results. In order
for CLIL to win its legitimate position in the pedagogic field of modern and future
educational modules, it should demonstrate rigorous hypothetical support, substantiated by
proof in terms of learning results and capacity building (Coyle, 2006).
Reference
Kaplan, Robert B.; Baldauf, Richard B. (1997). ​Language planning from practice to theory.​
Clevedon: Multilingual Matters.

Tollefson, James W. (1989). ​Planning language, planning inequality: Language policy in the
community.​London: Longman.

Council of Europe (2001). Common European Framework of Reference for Languages:

Learning, Teaching, Assessment. Council of Europe

Council of Europe. (2019, February 12). Common European Framework of Reference for
Languages: Learning, teaching, assessment (CEFR). Language Policy.
https://www.coe.int/en/web/language-policy/cefr

Little, D. (2002). ​The European Language Portfolio: structure, origins, implementation and
challenges.​LanguageTeaching, 35(03), 182–189.
https://doi.org/10.1017/s0261444802001805

Do Coyle (2007) ​Content and Language Integrated Learning: Towards a Connected

Research Agenda for CLIL Pedagogies, International Journal of Bilingual Education and
Bilingualism, 10:5, 543-562, DOI: 10.2167/beb459.0

Coyle, D. (2006) CLIL in Catalonia, from Theory to Practice. APAC Monographs, 6.

Gerona: APAC.

Marsh, D. (ed.) (2002) CLIL/EMILE ​The European Dimension: Actions, Trends and
Foresight Potential Public Services Contract DG EAC. ​European Commission.