Teacher orientations to ELT curriculum reform: an ethnographic study in a Chinese secondary school

FANG, Xi and GARLAND, Paul (2014). Teacher orientations to ELT curriculum reform: an ethnographic study in a Chinese secondary school. The Asia-Pacific Education Researcher, 23 (2), 311-319.

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Abstract

In 2004, the Ministry of Education of China disseminated a communicative language teaching-oriented new English curriculum (NEC) for secondary schools across the entire country. This study examines teacher orientations to the NEC and the forces influencing their orientations and practices. The extensive and in-depth teachers' accounts and the participant-observer field notes from a 15-month ethnographic study, along with the use of Pierre Bourdieu's sociological theory in assisting analysis, have shown that how some commonly discussed issues are personally and locally experienced by teachers and why these have impacted on teachers' new curriculum implementation. A number of issues which may need to be addressed in facilitating the new curriculum reform in China and beyond are also proposed.

Item Type:	Article
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Identification Number:	https://doi.org/10.1007/s40299-013-0106-9
Page Range:	311-319
Depositing User:	Ann Betterton
Date Deposited:	05 Dec 2014 16:19
Last Modified:	18 Mar 2021 23:30
URI:	https://shura.shu.ac.uk/id/eprint/8935

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