|aTeacher agency and policy response in English language teaching /|cedited by Patrick C. L. Ng and Esther F. Boucher-Yip.
|aNew York, N.Y :|bRoutledge,|cc2017.
|axii, 204 pages:|billustrations;|c2017
|aRoutledge Research in language education
|aIncludes bibliographical references and index.
|a1. English language teaching in China : teacher agency in response to curricular innovations / Sarina Chugani Molina -- 2. Acceptance and adaption : teacher agency during the introduction of English activities in Japanese elementary schools / Justin Harris -- 3. Monolingual education in policy discourse and classroom practice : a look into Japanese junior high school EFL classrooms / Jeremie Bouchard -- 4. Policy, agency and the (non)native teacher : "English classes in English" in Japan's high schools / Gregory Paul Glasgow -- 5. Teacher-designed, high-stakes English language testing : washback and impact / Daniel Xerri and Patricia Vella Briffa -- 6. ESOL teacher advocacy : a response to teacher education standards / Heather A. Linville -- 7. Teacher agency and policy response in the Australian adult ESL literacy classroom : a multisite case study / Sue Ollerhead and Anne Burns -- 8. Incorporating academic skills into EFL curriculum : teacher agency in response to global mobility challenges / Ekaterina V. Talalakina and Denis K. Stukal -- 9. Navigating change : Kazakhstani English language teachers' response to multiscalar education reforms / Sara Osman and Elise S. Ahn -- 10. A call for English techers in Morocco to practice agency through action research / Manar Dahbi -- 11. Sociocultural factors affecting teacher agency in English-medium instruction in Japan / Patrick C.L. Ng -- 12. Introducing curricular change in ESL composition : an action research perspective / Brian Rugen -- 13. Teacher agency and autonomy in rural Vietnam / Ha Hoang and Le Bach Truong.
The role of English in the global arena has prompted official language-in-education policy makers to adopt language education policies to enable its citizens to be proficient in English and to access knowledge. Local educational contexts in different countries have implemented English education in their own ways with different pedagogical goals, motivations, features and pedagogies. While much of the research cited in English language planning policy has focused on macro level language policy and planning, there is an increasing interest in micro planning, in particular teacher agency in policy response. Individual teacher agency is a multifaceted amalgam, not only of teachers’ individual histories, professional training, personal values and instructional beliefs, but also of how these interact with local interpretations and appropriations of policy.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 innovationsIncorporating academic skills into EFL curriculum: teacher agency in response to global mobility challengeTeacher agency, the native/nonnative dichotomy, and "English Classes in English" in Japanese high SchoolsTeacher-designed high stakes English language testing: washback and impactThis 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.