English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The paper raises questions that focus on the ‘deep fundamentals’ of EFL curriculum designing, i.e., assumptions that tend to be taken for granted by policy makers involved in making decisions about Greek state-school English language curriculum designing, teaching, learning and assessment. I argue that such decisions should be informed by extensive research into the critical issues of modern-day English language usage inside and outside of the foreign language classroom; the broader foreign language literacy needs, wants and demands of the emerging learner anthropogeography of state school classrooms; stakeholders’ beliefs about the function of the textbook; an informed understanding of terms like ‘competence’, ‘fluency’ and ‘proficiency’; the integration of technology in the foreign languages classroom; teacher development.

Asking the Right Questions in “New School” EFL Curriculum Design