From Language of Enemy to Language of Opportunity: Understanding Teacher Resistance to Curriculum Change in English Language Teaching and Learning in Kyrgyzstan

Autor/in	Kazakbaeva, Roza
Titel	From Language of Enemy to Language of Opportunity: Understanding Teacher Resistance to Curriculum Change in English Language Teaching and Learning in Kyrgyzstan
Quelle	In: Journal of Educational Change, 24 (2023) 2, S.317-343 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kazakbaeva, Roza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1007/s10833-021-09445-z
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Educational Change; Language Teachers; Teacher Attitudes; Rural Schools; Urban Schools; Public School Teachers; Political Influences; Social Change; Socioeconomic Influences; Educational Practices; Capacity Building; Curriculum Development; Educational Resources; State Standards; National Curriculum; Textbooks; Language Attitudes; Kyrgyzstan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Bildungsreform; Language teacher; Sprachunterricht; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Political influence; Politischer Einfluss; Sozialer Wandel; Sozioökonomischer Faktor; Bildungspraxis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsmittel; Textbook; Text book; Schulbuch; Lehrbuch; Sprachverhalten
Abstract	This qualitative research study sought to understand teachers' resistance to English language educational change in Kyrgyzstan. The participants were six English teachers working in both rural and urban public schools in Kyrgyzstan. Analysis of non-participant observation and post-observation interviews revealed that, despite changes in English objectives following changes in socio-economic and political context after the demise of the Soviet Union, the lock-in practices in English language teaching still persist in Kyrgyzstan. This is because educational reforms have occurred only at a structural level [e.g. the National Curriculum Framework (NCF), State Standards and publishing new textbooks] and have lacked planned capacity building--through targeted professional support and adequate teaching and learning resources--to bring the envisioned curriculum change to the classrooms. The findings indicate that the intended change has not yielded the much-desired outcomes because each element at every educational level is linked ceremonially and loosely, and is decoupled, which provides insights about teachers' resistance to curriculum change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01