1. Living with curriculum change: an overview / Martin Wedell and Laura Grassick -- 2. Involving teachers in the change process: one English language teacher's account of implementing curricular change in Philippine basic education / Maria Luz C. Vilches -- 3. Making the best of continuous change initiatives: a story of a successful Korean English teacher / Hyoshin Lee -- 4. Balancing change and tradition: a Chinese English teacher's experiences of curriculum reform / Chunmei Yan -- 5. Meeting the demands of ELT innovation in Vietnam: teachers' linguistic and pedagogic challenge / Le Thi Quynh Tran -- 6. Coping with curricular change with limited support: an Indian English teacher's perspective / Amol Padwad and Krishna Dixit -- 7. An English teacher's perspective on curriculum change in West Bengal / Kuheli Mukherjee -- 8. Reconciling conflicting messages: English language curriculum change in Kenyan secondary schools / Charles Ochieng' Ong'ondo -- 9. Giving English teachers autonomy and choice: coping with curriculum change in Poland / Malgorzata Tetiurka -- 10. Struggling to implement communicative language teaching: a case study from Senegal / Dame Diop -- 11. Imaginary realities: curriculum change that ignores classroom contexts / Maria Alejandra Soto -- 12. From initial rigidity to greater flexibility: the changing face of English curriculum change implementation in Cuba / Islaura Tejeda Arencibia -- 13. Temporal dissonance, contextual confusion and risk: learning from the experiences of teachers living with curriculum change / Laura Grassick and Martin Wedell -- Further reading -- Index.
Summary:
"This book gives a voice to English language teachers faced with the challenges posed by English language curriculum change. As a core component of national state system curricula in virtually every country in the world, there has nevertheless been little research exploring how the millions of English teachers worldwide navigate the challenges posed by such curriculum changes. This volume includes eleven stories from teachers based across every continent, providing a global glimpse of how national English curriculum change projects have been experienced by classroom teachers who are commonly (if erroneously) viewed as mostly responsible for its implementation success or failure. The final chapter synthesises these experiences and suggests wider implications for the development of curriculum change planning processes, and how they might better support teachers' attempts to achieve curriculum goals. Edited and authored by leading experts in the field, this ground-breaking collection will be of interest to students and scholars of English language teaching, teacher education, curriculum change and education policy"--Amazon.com
Series:
International perspectives on English language teaching
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.