International Perspectives on Teachers Living with Curriculum Change

International Perspectives on Teachers Living with Curriculum Change

Hardcover(1st ed. 2018)

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Product Details

ISBN-13: 9781137543080
Publisher: Palgrave Macmillan UK
Publication date: 11/10/2017
Series: International Perspectives on English Language Teaching
Edition description: 1st ed. 2018
Pages: 279
Product dimensions: 6.10(w) x 9.25(h) x (d)

About the Author



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.

Table of Contents


Chapter 1. Living with curriculum change: an overview
Martin Wedell and Laura Grassick


Chapter 2. Involving teachers in the change process: one English teacher’s account of implementing curricular change in Philippine basic education
Maria Luz C. Vilches


Chapter 3. Making the best of continuous change initiatives: a story of a successful Korean English teacher
Hyoshin Lee


Chapter 4. Balancing change and tradition: a Chinese teacher’s experience of curriculum reform
Chunmei Yan


Chapter 5. Meeting the demands of ELT innovation in Vietnam: teachers’ linguistic and pedagogic challenge
Tran Thi Quynh Le


Chapter 6. Coping with curricular change with limited support: an Indian teacher’s perspective
Amol Padwad and Krishna Dixit


Chapter 7. An English teacher’s perspective on curriculum change in West Bengal
Kuheli Mukherjee


Chapter 8. Receiving conflicting messages: English language curriculum change in Kenyan secondary schools
Charles Ochiengo’ Ong’ondo


Chapter 9. Giving English teachers autonomy and choice: Coping with curriculum change in Poland
Malgorzata 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 contexts
Maria Alejandra Soto


Chapter 12. From initial rigidity to greater flexibility: the changing face of English curriculum change implementation in Cuba
Islaura 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

What People are Saying About This

From the Publisher

“One of the worst kept secrets in TESOL, and perhaps in education generally, is that the intended impacts of national curriculum change projects are rarely achieved in practice. The reasons for this gap between the planned and enacted curriculum have been documented for many years, yet, frustratingly, these insights have not made much difference to the way educational authorities around the world approach curriculum innovation. This very timely and insightful collection provides further evidence of the challenges that curriculum change often raises for individual teachers in several TESOL contexts around the world and portrays in a vivid manner the consequences for these teachers of the hurried, top-down, unclear, and non-consultative manner in which new curricula are often thrust upon practitioners. The narrative insights into teachers’ thinking and actions that the volume provides make it a valuable addition to the literature on TESOL curriculum change.” (Simon Borg, Western Norway University of Applied Sciences, Norway)

“This volume is essential reading for (language) curriculum policy makers and planners who all too often underestimate the effort required for curricula change to be successfully enacted in schools and classrooms.[...] Context is everything as we know, but hearing the challenges from the teachers’ perspectives is very powerful. It’s an invaluable reminder of the importance of a multiple stakeholder approach which allows for a close consideration of local realities. Each chapter provides really useful lessons for curriculum planners summarised helpfully by the editors into three critical areas of temporal dissonance, contextual confusion and risk. I will definitely be encouraging my colleagues to read it!” (Alison Barrett MBE, Global Head of English for Education Systems, British Council)

“This is a valuable addition to research and practice in ELT curriculum change, with a refreshing approach to identifying problems and solutions. It has a broad international focus but concentrates on the individual lives of eleven teachers in ten different countries faced with implementation of secondary school curriculum change. The reality of the teachers’ stories is filtered through interviews conducted by the writers of each chapter, teacher educators themselves. The writers provide a background to the teachers’ contexts and are able to combine the teachers’ accounts with their own knowledge of curriculum change. The result is a remarkable and effective combination of personal stories and their application to theories of curriculum change, avoiding both the dangers of personal anecdote and the sterility of theory divorced from practice. This is an excellent collection and will prove an indispensable resource to all those involved in curriculum innovation.” (Chris Kennedy, University of Birmingham, UK)

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