Comparative analysis of the 12th-grade English curriculum and coursebook with the CEFR

Abstract

In today’s world, learning a language is becoming more important to have a better place to be a world citizen. English, as a lingua franca, has become the most common language used by a great majority of people. In this sense, countries support language learning and try to provide a better English language education. To provide a common basis for language learning for educators, learners, examiners, and material designers, the Council of Europe published the Common European Framework for References (CEFR). The framework aims to provide a guideline to language learners, teachers, examiners, and material designers and set standards for language levels. As a member country of Council of Europe (CoE), Türkiye has adopted the CEFR in its language education for both curriculum and coursebook. In this research, the researcher aims to determine to what extent the curriculum and coursebook align with the CEFR-related level B2 & B2+ levels compared to the framework. A qualitative research design is utilised. Regarding the findings, it is found out that although the objectives and the activities correspond to the CEFR, some revisions and changes are needed to have a full correspondence to have a better language education.