Polat, NihatCepik, Saban2020-12-142020-12-142014-06Polat, N., & Cepik, S. (2014). A comparative analysis of EFL and ESL programs regarding curriculum mandates and program directors’ and teacher candidates’ perceptions: The case of Turkey and the US. Open Journal of Modern Linguistics, 4(2), pp. 239-251.2164-2818https://hdl.handle.net/10877/13069In researching the comparison of ESL and EFL programs regarding curriculum mandates and perceptions of program directors and Teacher candidates, this study addresses the following research questions: How different are the competencies that are covered in the curricula of ELTE programs in Turkey from those that are covered in the curricula of ESL teacher education programs in the US? How do the program directors in ELTE and ESL teacher certification programs perceive the situation of their programs in terms of the content of the curriculum? How do the teacher candidates in ELTE and ESL teacher certification programs perceive the situation of their programs in terms of the content of the curriculum? Data include semi-structured interviews of four program directors and eight ELTE and ESL teacher candidates as well as the curricula of eight ESL teacher certification and eight ELTE programs. These programs were selected among private and public institutions in different cities and States (US) to represent a more comprehensive structure of the ELTE and ESL programs in the two countries. Results clearly indicate that program directors and teacher candidates do not see curriculum as a well-written prescribed document; rather, they argued for the learning outcomes resulting from the implemented curriculum. Besides, some critically needed competencies such as culture and assessment, and professional responsibilities are neglected in EFL programs.Text13 pages1 file (.pdf)enEFL teacher educationESL teacher educationprogram directorscurriculum evaluationArticle© 2014 The Authors and Scientific Research Publishing Inc.http://dx.doi.org/10.4236/ojml.2014.42019This work is licensed under a Creative Commons Attribution 4.0 International License.