A study of the degree of alignment between grades 1-3 TESOL PreK-12 international standards, English language teaching and learning materials, and the national English language curriculum in Lebanon

Abstract

The purpose of this thesis was to investigate the degree of alignment between the English language textbooks, workbooks, and teachers’ guides of grades 1-3 and the English Lebanese official curriculum and TESOL PreK-12 International Standards. The researcher developed checklists based on the TESOL PreK-12 International Standards and the Official Lebanese Curriculum. To collect data, the course-books were analyzed and coded twice. Then, the researcher filled in the developed checklists in order to determine the degrees of alignment among the documents under analysis and address the study’s questions. The results show that there is an inconsistency in the use of performance tasks among grades 1-3 in the course-books. Also, the TESOL PreK-12 International Standards were not significantly evident within the course-books. Emerging alignment patterns were presented and discussed along with conclusions, pedagogical and research implications, and study limitations.