http://orcid.org/0000-0003-4318-2249
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ABSTRACT
This study examines a timely yet under-studied area of language curriculum implementation in classroom settings. It explores teachers’ enactment of content by focusing on the use of prescribed textbooks for planning instruction in higher education by teachers of English as a foreign language in mainland China. This qualitative case study involved two Chinese teachers of English as a foreign language. Drawing on data from interviews with the teachers and their students, lesson observations and documents from one semester, the teachers’ use of curriculum materials was fleshed out into four interactional processes: reading, evaluating, appropriating and adapting. This study attempts to uncover the mediated relationships among the teachers, students and curriculum materials via these four processes. By conceptualising this ubiquitous pedagogical practice, our understanding of language teachers’ enactment of curriculum materials is deepened. Theoretical and practical implications are also addressed.
Acknowledgments
We are grateful for the support of the teacher and student participants in this study. We should also thank the editors and anonymous reviewers for their constructive feedback that made a significant contribution to this work.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Funding
Notes on contributors
Zhan Li
Dr. Zhan Li is a lecturer at the School of Foreign Languages at Zhongnan University of Economics and Law in P.R. China. She obtained her Ph.D. in 2016 at the University of Hong Kong.
Gary Harfitt
Dr. Gary Harfitt is an associate professor and Assistant Dean at the Faculty of Education at the University of Hong Kong.