Abstract
This article presents an analysis of the objectives and implementation of English as a Foreign Language (EFL) curriculum in order to better understand the effectiveness of curriculum change. Using the Israeli EFL curriculum of 2001 as a case study, qualitative investigation is reported, and valuable insights are gained into the correct way to implement a new curriculum. The 2001 curriculum was investigated from three different angles: from the perspective of curriculum writers, curriculum implementers and the curriculum itself, as compared to the previous curriculum published in 1988. From the research, we learn that though highly sophisticated, the curriculum is not really understood by those responsible for implementing it.
| Original language | English |
|---|---|
| Pages (from-to) | 71-82 |
| Number of pages | 12 |
| Journal | Learning and Teaching |
| Volume | 4 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2011 |
| Externally published | Yes |