TY - JOUR ID - 54898 TI - Mainstream ELT curriculum implementation in Iran: A micro analysis perspective JO - Teaching English Language JA - TEL LA - en SN - 2538-5488 AU - Atai, Mahmood Reza AU - Babaii, Esmat AU - Mazlum, Farhad AD - Kharazmi University AD - Maragheh University Y1 - 2012 PY - 2012 VL - 6 IS - 2 SP - 1 EP - 23 KW - curriculum implementation KW - ELT planning KW - ELT practice KW - planning practice gap DO - 10.22132/tel.2012.54898 N2 -  The purpose of this study was to investigate some core issues of ELT curriculum implementation in Iran undertaken by policymakers in practice, i.e. teachers. The core issues include: the efficiency of communication channels between ELT planners and implementers, the extent to which ELT textbooks are believed to meet students’ cognitive and affective needs, the criteria English teachers are evaluated with and by whom, the extent teachers follow officially-approved teaching and testing practices, how ongoing professional support is provided to the teachers, and if context-based feedback of implementers is processed by planners. To collect data, structured interviews were conducted with 22 head teachers and open-ended questionnaires were administered to 672 teachers in 13 provinces. Results indicate that problems pertaining to evaluation policy, methods and techniques policy, in service training policy, and communication policy at practice level widen the gap between ELT planners’ rhetoric and implementers’ practice. It is argued that as long as curriculum implementers are not involved in setting ELT policies, the distance between these two groups will keep on growing. UR - http://www.teljournal.org/article_54898.html L1 - http://www.teljournal.org/article_54898_7336621c5bc0669215bb8806452391e8.pdf ER -