Afghanistan Lower Secondary Curriculum - Foreign Language (e.g., English, German, French, or Russian)

This entry focuses on the English as a Foreign Language (EFL) curriculum for lower secondary schools (grades 7-9) in Afghanistan, based on an evaluation of textbooks published in 2011. The curriculum framework from 2003 provides the foundation for this curriculum.

Curriculum Overview

The Afghan lower secondary EFL curriculum aims to develop students' English language proficiency through a Western-structured approach. English is a compulsory subject starting from grade four. The curriculum emphasizes constructivist and child-centered learning approaches within a supportive learning environment.

Textbook Evaluation

An evaluation of the grade 7-9 EFL textbooks revealed several strengths and weaknesses:

• Content: While the topics are generally organized logically, the content often lacks authenticity, real-life relevance, and cultural representation of the target language. Critical thinking opportunities and interactive language practice are limited.
• Grammar: Grammatical rules are presented logically and progressively, but often lack meaningful context.
• Vocabulary: New vocabulary is introduced in various ways, but reinforcement in subsequent lessons is insufficient.
• Skills: The textbooks partially address the four language skills (listening, speaking, reading, and writing), but integration of skills and development of fluency are limited. Challenging cognitive skills and clear guidance for skill acquisition are often lacking.
• Exercises and Activities: While some activities promote communication and sound recognition/production, many lack clear instructions, comprehension-focused reading tasks, and opportunities for critical thinking.
• Attractiveness and Physical Quality: The textbooks lack visual appeal, with low-quality images and an unappealing cover design. The layout is generally well-organized, but illustrations are sometimes poorly placed or irrelevant. The grade 9 textbook shows some improvement in these areas.

Overall Assessment and Recommendations

The evaluation suggests a need for significant revisions to the lower secondary EFL textbooks, particularly for grades 7 and 8. Key recommendations include incorporating authentic language, cultural content, and literary genres; providing clearer instructions and more engaging activities; and improving the visual appeal and quality of illustrations. Increased focus on communicative language practice, critical thinking, and integration of language skills is also crucial.