The purpose of this study is to evaluate the 7th grade English curriculum developed in 2013 and revised in 2018 by considering the similarities and differences of the elements of a curriculum with the Eisners Educational Connoisseurship and Criticism Model, Within the scope of the research, semi-structured interviews were conducted with 8 teachers delivering 7th grade English lessons; 27 students, 19 parents and 3 school principals from three schools selected by considering different socio-economic level variation in Aydın city center. Besides, semi-structured observation form was developed to observe the curriculum implementation process of the English lesson. In addition to interview and observation data, document analysis was also applied. Document-based data were collected through the 2013 and updated 2018 English curriculum (primary and secondary school grades 2, 3, 4, 5, 6, 7 and 8) and both booklets curricula. Data were analyzed by descriptive analysis. As a result, the English teachers stated that the revision towards the whole curriculum was positive but it was very limited. Accordingly, it considers the reduction of learning outcomes in the renewed curriculum to be positive. Although teachers expect some additional arrangements to be made in some elements of the renewed curriculum, they find the curriculum generally well-structured and feasible. In line with the data obtained from parents and students, it was emphasized that the chance to use English effectively in real environment was given to students and teachers. In addition, the fact that effective use of language is challenging in terms of four language skills is observed from the practices.
Key words: English curriculum, educational criticism model, curriculum evaluation, English teaching
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