Elementary School English Teachers’ Beliefs and Classroom Practice Regarding Alternative Curricula

ABSTRACT

This study analyzes interviews, observations, and documents to explore eight Taiwanese elementary school English teachers’ beliefs and classroom practices regarding the alternative curriculum, the school-based curriculum of alternative learning required courses under Taiwan’s 12-Year Basic Education plan. A conceptual framework on curriculum innovation based on empirical studies is proposed and the study has the following conclusions. A lack of congruence between government intention and the delivery in classrooms in pilot schools occurs due to English teachers’ beliefs. Four major problems are raised during the design and implementation of the alternative curriculum, including teachers’ conflicting beliefs about subject matter content knowledge, curriculum knowledge, language for instruction, and assessments. Trainings and professional learning for fostering teachers’ professional identity and competence are recommended for effective designs and implementations of the alternative curriculum.

KEYWORDS:

• Alternative curriculum
• beliefs
• classroom practice
• competence
• professional identity

Acknowledgments

Elementary school English teachers’ time and efforts in participating in this study have been very much appreciated. I would also like to express my very great appreciation to editors and reviewers for their valuable and constructive suggestions on this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Chin-Wen Chien

Chin-Wen Chien received her Doctor of Education degree from the University of Washington (Seattle). She is an associate professor in the Department of English Instruction of National Tsing Hua University in Taiwan. Her research interests include language education, language teacher education, and curriculum and instruction.