Teacher Agency and Policy Response in English Language Teaching
Routledge (Verlag)
978-1-138-18189-2 (ISBN)
Teacher Agency and Policy Response in English Language Teaching examines the agency of the teacher in negotiating educational reforms and policy changes at the local and national levels.
Chapters in the book include:
English language teaching in China: teacher agency in response to curricular innovations
Incorporating academic skills into EFL curriculum: teacher agency in response to global mobility challenge
Teacher agency, the native/nonnative dichotomy, and "English Classes in English" in Japanese high Schools
Teacher-designed high stakes English language testing: washback and impact
This book will appeal to researcher across all sectors of education, in particular key stakeholders in curriculum and language planning. Those interested in the latest development of English language teaching will also find this book a valuable resource.
Patrick C. L. Ng holds an EdD in Applied Linguistics and TESOL (University of Leicester, UK) and is currently a professor at the University of Niigata Prefecture in Japan. His research focuses on language planning and policy, sociolinguistics, language education, bilingualism, multilingualism, English as a lingua franca and Chinese language studies. Esther F. Boucher-Yip is an assistant professor at Worcester Polytechnic Institute, USA. She holds an EdD in Applied Linguistics and TESOL from University of Leicester, UK. She is the author of the book Language Maintenance and Shift Among the Semai in Malaysia: A Study of Indigenous Language Use and the co-editor of Local Contextual Influences on Teaching: Narrative Insights from ESL and EFL Professionals.
1. Introduction
2. English language teaching in China: teacher agency in response to curricular innovations
3. Acceptance and adaption: teacher agency during the introduction of English activities in Japanese elementary schools
4. Monolingual education in policy discourse and classroom practice: a look into Japanese junior high school EFL classrooms
5. Teacher agency, the native/nonnative dichotomy, and “English Classes in English” in Japanese high Schools
6. Teacher-designed high stakes English language testing: washback and impact
7. ESOL teacher advocacy: a response to teacher education standards
8. Teacher agency and policy response in the Australian adult ESL literacy classroom: a multi-site case study
9. Incorporating academic skills into EFL curriculum: teacher agency in response to global mobility challenge
10. Navigating Change: Kazakhstani English language teachers’ response to multi-scalar education reforms
11. A call for English teachers in Morocco to practice agency through action research
12. Sociocultural factors affecting teacher agency in English-medium instruction in Japan
13. Introducing curricular change in ESL composition: an action research perspective
14. A primary school English teacher’s response to language policy: teacher agency and autonomy in rural Vietnam
Erscheinungsdatum | 24.11.2016 |
---|---|
Reihe/Serie | Routledge Research in Language Education |
Zusatzinfo | 7 Tables, black and white; 7 Line drawings, black and white |
Verlagsort | London |
Sprache | englisch |
Maße | 156 x 234 mm |
Gewicht | 453 g |
Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
Sozialwissenschaften ► Pädagogik | |
ISBN-10 | 1-138-18189-7 / 1138181897 |
ISBN-13 | 978-1-138-18189-2 / 9781138181892 |
Zustand | Neuware |
Haben Sie eine Frage zum Produkt? |
aus dem Bereich