EFL Curriculum Design: The Case of the Greek State School Reality in the Last Two Decades (1997-2014)

Alexandra Anastasiadou


This paper will delve into the last three versions of curriculum for the teaching of English in the Greek state school in the last seventeen years (1997- 2014). More specifically, an analysis of these three curriculums was carried out with a view to tracing similarities and differences and exploring the incorporation of contemporary methodological and pedagogical approaches or lack thereof. The results reveal evidence of similarities such as smooth integration of new information to the students’ stored knowledge and differences namely the application of differentiated instruction among these three documents which are indicative of the gradual social and pedagogical changes both worldwide and locally. The connection between the layout of the curricula is substantiated and tentative suggestions are provided for ameliorating their content and aims so as to render them more accessible to learners’ needs.


L2 English curriculum design, curriculum development, educational innovation, methodological and pedagogical approaches to teaching foreign languages, Greek educational reality

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DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.4n.2p.112


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