Characteristics of EFL Curriculum in the Colombian Caribbean Coast: The Case of 12 State Schools

Abstract

Research related to English as Foreign Language (EFL) curricula in Colombia is scant and mainly focuses on the analysis of policies and the challenges they pose to institutions. Consequently, there is a need for studies of EFL curricula in place in Colombia to serve as basis for evaluation and adjustment of current educational policies. This descriptive study follows a qualitative exploratory approach and addresses this gap by identifying the characteristics of the EFL curricula from twelve state schools. Data were reviewed and evaluated using document and comparative analysis techniques. Results reveal that all institutions have curricular documents but not all those requested by the educational authorities. Some of these documents show a lack of consistency in terms of the conceptual underpinnings as well as a misalignment with the national requirements or with contextual needs. While awareness of the importance of having strong English programs and the positive outlook shown by institutional stakeholders seem to be conditions for success, limitations related to allocation of resources, classroom conditions, and environments conducive to learning hinder the implementation of the EFL curriculum.

The Benefits of Backward Design in the English as a Foreign Language Context

“…Concerning the EFL curriculum, designing and implementing the curriculum at the school level have remained a problematic issue (Pérez, Rey, & Rosado, 2019). Due to this matter, the present study provides an alternative for English language teachers to narrow down the bridge between the language national curriculum policies and the teachinglearning process according to each school's reality.…”