An Analytical Study of the Reformed Version of the Lebanese University Curriculum : Faculty of Education

النوع : Mémoire

Communicating in a foreign language is a powerful tool in the construction of international subjectivities; hence, improving the quality of language learning has become a crucial issue for many Arab countries, including Lebanon. The Lebanese University, Faculty of Education, is putting an effort to enhance learning and to teach foreign languages through the introduction of methods that enable student teachers to seek knowledge of what to teach after graduation. Among the things innovated, is the LMD (Bachelor’s – Master’s- Doctorate) curriculum which has been implemented since 2007-2008. However, after the innovation of the curriculum, there are still problems that prevent graduated students from applying the methods needed for developing the teaching of a foreign language. Thus, the aim of this exploratory and analytical research is to find out why this happens with a good number of students who graduate from the Faculty of Education. Since the curriculum is a basic element in the field of teaching and learning, it is found necessary to review and analyze the reformed curriculum for the English language to find out the gaps and suggest ways to overcome the weaknesses. A quantitative and qualitative analysis of objectives, materials, resources attached, checklists, observation guidelines, teaching acts and assessment criteria will be conducted, in addition to a comparison between the LMD curriculum of the Faculty of Education and the American University of Beirut’s (AUB) curriculum of the English Education Department. Hence, based on my experience as an instructor and an action researcher at the Faculty of Education at the Lebanese University, I find it necessary to investigate the curriculum gaps that can be highlighted for further consideration.