Investigation of the Lebanese grade 4 English language reading curriculum : the written and the taught curriculum in public schools -

Abstract

The purpose of this study was to explore the design of the existing Lebanese Grade 4 English language reading curriculum with reference to the Organisation for Economic Co-operation and Development (OECD) 21st century basic literacy skills and the Common European Framework of Reference (CEFR).This study investigated the planned learning experiences for reading that teachers prepare to meet the objectives of the existing Lebanese curriculum and the extent to which these also meet 21st C Skills-CEFR criteria. Data was collected from 12 Grade 4 English language teachers and English coordinators in 6 representative public Lebanese schools, through semi-structured individual interviews, to ask teachers about their planned learning experiences for reading. The method used to analyze data was based on grounded theory and constant comparison. The findings show that there is partial alignment between the 21st C Skills-CEFR criteria framework, the Lebanese Grade 4 English reading curriculum, and the planned learning experiences developed by coordinators-teachers. Several hindering factors that made the participants use extra resources were identified.