چکیده:
Considering the strengths of the national curriculum, this article aims to critique and evaluate the approach of this document towards foreign language teaching from three perspectives: 1. Examining the foreign languages section from the perspective of theoretical and epistemological foundations, as well as the consistency and transparency of the internal content; 2. Content critique based on the fundamental policymaking foundations present in the relevant literature; and 3. Critique of the relevant section based on the country's macro-documents. To this end, we first performed a content analysis of the relevant parts of the national curriculum. The results show that in addition to having strengths, such as moving towards decentralization and increasing English language teaching hours, the existing curriculum also has weaknesses such as lack of coordination, goal misalignment, ambiguity, and lack of transparency in some of the presented topics. Then, to critique the document from the second perspective, the national curriculum was evaluated based on six principles derived from the relevant literature, the results of which showed both consistency and occasional inconsistency of the document's content with these principles. Furthermore, the content of the foreign languages section of the national curriculum was examined as a learning domain in terms of its alignment with the goals and orientations stated in the country's macro-documents. The results of this examination show that the foreign languages section of the national curriculum (the third mapping) cannot provide the groundwork for achieving the goals stated in the aforementioned higher-level documents. At the end of this article, solutions for developing an English language curriculum guide are provided.
خلاصه ماشینی:
The most recent of these efforts are the approval of the Country's Comprehensive Scientific Map (December 2010), the approval of the National Document of Education (February/March 2010), and the formulation of the National Curriculum (April/May 2010), in which more attention has been paid to the importance of the English language than ever before, English teaching hours have increased, and the objectives of English language teaching have also been stated sporadically.
2. Research Objectives and Questions Given the above issues and acknowledging the positive aspects of the National Curriculum, the aim of the present research is to evaluate and critique the approach of this program towards foreign languages from three perspectives: 1) Critique from the viewpoint of theoretical and methodological foundations and internal consistencies; 2) Critique based on six policymaking principles derived from the relevant literature; and 3) Critique based on the connection with the policies, principles, and objectives of macro-level documents.
Based on this, the section related to the foreign languages learning domain of this document can perhaps be considered the only independent text for foreign language teaching policymaking among the various macro-policy documents of the country, which in itself is the most important strength of the National Curriculum in this regard.
2. Foreign language teaching policies must take into account the cultural values mentioned in the country's macro-documents and the principle of decentralization in the educational decision-making process (Sergent, 2008: 121-142; Watson, 2007: 252-265; Umanski and Vargas, 2007: 195-215).
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