Understanding Language Teachers' Enactment of Content through the Use of Centralized Curriculum Materials

Autor/inn/en	Li, Zhan; Harfitt, Gary
Titel	Understanding Language Teachers' Enactment of Content through the Use of Centralized Curriculum Materials
Quelle	In: Asia-Pacific Journal of Teacher Education, 46 (2018) 5, S.461-477 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Zhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2017.1351918
Schlagwörter	English (Second Language); Second Language Learning; Curriculum Implementation; Second Language Instruction; Foreign Countries; Language Teachers; Textbooks; Teaching Methods; Case Studies; Teacher Attitudes; Lesson Plans; Course Content; Higher Education; Colleges; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Lehrerverhalten; Lesson planning; Unterrichtsplanung; Kursprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Hochschule; Fachhochschule
Abstract	This study examines a timely yet under-studied area of language curriculum implementation in classroom settings. It explores teachers' enactment of content by focusing on the use of prescribed textbooks for planning instruction in higher education by teachers of English as a foreign language in mainland China. This qualitative case study involved two Chinese teachers of English as a foreign language. Drawing on data from interviews with the teachers and their students, lesson observations and documents from one semester, the teachers' use of curriculum materials was fleshed out into four interactional processes: "reading", "evaluating", "appropriating" and "adapting". This study attempts to uncover the mediated relationships among the teachers, students and curriculum materials via these four processes. By conceptualising this ubiquitous pedagogical practice, our understanding of language teachers' enactment of curriculum materials is deepened. Theoretical and practical implications are also addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01