Description
Book SynopsisThis book examines a ubiquitous, yet under-researched, area of language education, i.e., language teachers' use of curriculum materials. It particularly focuses on EFL teachers' use of prescribed curriculum materials in higher education in Mainland China and presents a qualitative, multi-case study involving four Chinese EFL teachersand eight students (two students from each teacher’s class) at one university in Mainland China. Drawing on data from pre-lesson and post-lesson interviews with the teachers, lesson observations, and documents in three consecutive semesters at the target university, the book delineates the processes of materials useinclassroom settings. It also identifies four domains of factors that influenced the enactment of curriculum materials.
Most importantly, by adopting Vygotsky’s (1978) mediation theory and Remillard’s (2005) participatory perspective, the book constructs a "curriculum enactment mediation model" to reveal the complex and mediated relations among teachers, learners, curriculum materials, and context. It also recommends practical implications for materials developers, teacher educators, administrators, and policymakers.
Table of ContentsChapter 1 Introduction1.1 A global view on the role of textbooks in ELT1.2 Materials use as a research gap in English language education1.3 Aims of the study1.4 Research problems1.5 Structure of the book
Chapter 2 Teachers’ use of materials: A sociocultural perspective2.1 Defining key concepts in the study2.1.1 Curriculum materials vs materials2.1.2 Materials use vs materials development2.2 The context of the study2.2.1 The evolution of college English (CE) curriculum in China2.2.2 Five generations of CE textbooks2.3 Research on materials use in ELT2.3.1 Teachers’ ways of using materials in ELT2.3.2 The influencing factors in teachers’ use of materials in ELT2.4 Research on materials use in mainstream education2.4.1 Teachers’ ways of using materials in mainstream education2.4.2 The educative role of curriculum materials in mainstream education2.4.3 The influencing factors in teachers’ curriculum enactment2.5 The theoretical framework of the study2.5.1 Theoretical underpinnings of teacher-curriculum studies 2.5.2 Theoretical underpinnings of this study2.6 Summary
Chapter 3 The design of the study3.1 Qualitative multi-case study3.2 Selection of setting, participants and materials3.2.1 The target university3.2.2 Teacher and student participants3.2.3 Target textbook3.3 Data collection3.4 Data analysis3.5 Trustworthiness3.6 Summary
Chapter 4 Teachers’ use of curriculum materials4.1 Teachers' use of curriculum materials in the pre-lesson phase4.1.1 Reading4.1.2 Evaluating4.1.3 Appropriating and adapting4.2 Teachers’ use of curriculum materials in the while-lesson phase4.2.1 Transforming4.2.2 Assessing4.2.3 Adapting4.2.4 Improvising4.3 Teachers’ use of curriculum materials in the post-lesson phase4.3.1 Reflecting4.3.2 Reconceiving4.5 Summary
Chapter 5 Discussion5.1 The influences on teachers’ enactment of curriculum materials5.1.1 Teachers’ affordances and constraints5.1.2 Students’ affordances and constraints5.1.3 Curriculum affordances and constraints5.1.4 Contextual affordances and constraints5.2 Conceptualizing teachers’ enactment of curriculum materials 5.2.1 Mediations of teachers' use of curriculum materials in the pre-lesson phase 5.2.2 Mediations of teachers’ use of curriculum materials in while-lesson phase5.2.3 Mediations of teachers’ use of curriculum materials in post-lesson phase5.2.4 Mediated relations among teachers, learners, curriculum materials and context5.3 Curriculum enactment mediation model5.4 Summary
Chapter 6 Conclusions and implications6.1 Significance of this research6.2 What are the good practices of enacting curriculum materials?6.3 Language teachers' knowledge of materials use6.4 Implications for professional development6.5 Implications for materials development6.6 Implications for teacher education6.7 Limitations and future researchReferencesAppendices
