ESAP CURRICULUM DEVELOPMENT IN IRAN: AN INCOHERENT EDUCATIONAL EXPERIENCE

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ATAEI M.R.

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: JOURNAL OF THE FACULTY OF LITERATURE AND HUMANITIES (KHARAZMI UNIVERSITY) Year:2002 | Volume:9 | Issue:33 Page(s): 17-34

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Information Journal Paper

Title

ESAP CURRICULUM DEVELOPMENT IN IRAN: AN INCOHERENT EDUCATIONAL EXPERIENCE

Author(s)

ATAEI M.R. | Issue Writer Certificate

Keywords

ESPQ4

EAPQ4

ESAPQ4

CURRICULUM DEVELOPMENTQ4

COURSE DESIGNQ4

Abstract

English for Specific Academic Purposes (ESAP) is currently developing as a great financial and educational investment in the ELT curriculum at Iranian Universities. The main objective of these programs is claimed to be filling the gap between the students" general English reading competence and their ability to read authentic discipline-specific texts in their real academic world.In this paper, drawing upon the existing research and experiential evidence, it is argued that ESAP CURRICULUM DEVELOPMENT in Iran has not been conducted systematically and coherently. That is, the participants involved in the development and implementation of ESAP programs have typically done their tasks independently of each other. More specifically, the policy makers have gone little beyond formulating general and ambitious statement of the goals. These goals, in turn, have never been translated into manageable course objectives in light of the learners" specific reading needs as well as educational, instructional and pragmatic constraints typical of the Iranian ELT settings. The syllabus designers and materials developers, then, have just offered rigid selections of reading passages and exercises to be implemented uniformly in the classes. At the classroom implementation level, the content departments and language departments/centers do not agree on objectives, materials, methods, and assessment approaches. Eventually, in such an incoherent curriculum local or national evaluation of the programs for both accountability and developmental purposes would naturally be missing. Following detailed discussions of the cases of mismatch in the curriculum and their instructional consequences, the paper concludes with some practical suggestions on renewing the procedures of CURRICULUM DEVELOPMENT. The proposed process may accommodate both the theoretical nature of ESAP and the unique aspects of the present Iranian ELT context

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APA: Copy

ATAEI, M.R.. (2002). ESAP CURRICULUM DEVELOPMENT IN IRAN: AN INCOHERENT EDUCATIONAL EXPERIENCE. JOURNAL OF THE FACULTY OF LITERATURE AND HUMANITIES (KHARAZMI UNIVERSITY), 9(33), 17-34. SID. https://sid.ir/paper/8729/en

Vancouver: Copy

ATAEI M.R.. ESAP CURRICULUM DEVELOPMENT IN IRAN: AN INCOHERENT EDUCATIONAL EXPERIENCE. JOURNAL OF THE FACULTY OF LITERATURE AND HUMANITIES (KHARAZMI UNIVERSITY)[Internet]. 2002;9(33):17-34. Available from: https://sid.ir/paper/8729/en

IEEE: Copy

M.R. ATAEI, “ESAP CURRICULUM DEVELOPMENT IN IRAN: AN INCOHERENT EDUCATIONAL EXPERIENCE,” JOURNAL OF THE FACULTY OF LITERATURE AND HUMANITIES (KHARAZMI UNIVERSITY), vol. 9, no. 33, pp. 17–34, 2002, [Online]. Available: https://sid.ir/paper/8729/en

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