"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."
Martin Wedell has recently retired as Head of International Education at the School of Education at the University of Leeds, UK. With more than 30 years' experience as a teacher and teacher educator, he has worked and lived around the world. His research focuses on better understanding the processes involved in planning and supporting English language curriculum changes. Laura Grassick is Teaching Fellow in TESOL at the University of Leeds, UK. Having taught in such diverse countries as South Korea, Bangladesh, Poland and the UK, her research interests lie primarily in English language curriculum change.
Chapter 1. Living with curriculum change: an overviewMartin Wedell and Laura Grassick
Chapter 2. Involving teachers in the change process: one English teacher's account of implementing curricular change in Philippine basic educationMaria Luz C. Vilches
Chapter 3. Making the best of continuous change initiatives: a story of a successful Korean English teacherHyoshin Lee
Chapter 4. Balancing change and tradition: a Chinese teacher's experience of curriculum reformChunmei Yan
Chapter 5. Meeting the demands of ELT innovation in Vietnam: teachers' linguistic and pedagogic challengeTran Thi Quynh Le
Chapter 6. Coping with curricular change with limited support: an Indian teacher's perspectiveAmol Padwad and Krishna Dixit
Chapter 7. An English teacher's perspective on curriculum change in West BengalKuheli Mukherjee
Chapter 8. Receiving conflicting messages: English language curriculum change in Kenyan secondary schoolsCharles Ochiengo' Ong'ondo
Chapter 9. Giving English teachers autonomy and choice: Coping with curriculum change in PolandMalgorzata Tetiurka
Chapter 10. Struggling to implement Communicative Language Teaching: a case study from Senegal Dame Diop
Chapter 11. Imaginary realities: curriculum change that ignores classroom contextsMaria Alejandra Soto
Chapter 12. From initial rigidity to greater flexibility: the changing face of English curriculum change implementation in CubaIslaura Tejeda Arencibia
Chapter 13. Temporal dissonance, contextual confusion and risk: learning from the experiences of teachers living with curriculum change.Laura Grassick and Martin Wedell