Document Type

Book Chapter

Publication Date

2016

DOI

https://doi.org/10.4324/9781315646701

Version

Post-print: the version of the article having undergone peer review but prior to being published

Disciplines

Bilingual, Multilingual, and Multicultural Education | Education | Language and Literacy Education

Abstract

This chapter explores the unique history of English Language Teaching in China, and the role of teacher agency in response to curricular changes. This study employed survey methodology with 72 Chinese English language teachers to understand the ways in which they adapt their curriculum within their local contexts. Interviews with five teachers and one teacher educator selected through purposeful sampling revealed additional factors that contributed to the teachers’ sense of agency. The complexity of the translation of theory into practice is revealed in light of the current ecological systems in which teachers and students are situated.

Notes

Original publication information: Molina, S. C., (2016) “English language teaching in China: Teacher Agency in Response to Curricular Innovations” in P. C. L. Ng, E. F. Boucher-Yip (Eds.). Teacher Agency and Policy Response in English Language Teaching. London: Taylor & Francis.

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