Intentions and realities in implementing communicative curriculum reform

System

Volumn 37, Issue 2, 2009, Pages 243-253

  Orafi, Senussi Mohammed Saad ^a   Borg, Simon ^b  

^a UNIVERSITY OF BENGHAZI   (Libyan Arab Jamahiriya)

^b UNIVERSITY OF LEEDS   (United Kingdom)

Author keywords

CLT; Curriculum innovation; Teacher's beliefs; TEFL

Indexed keywords

EID: 67349154932     PISSN: 0346251X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.system.2008.11.004     Document Type: Article

References (39)

1. Adey P., and Hewitt G. The Professional Development of Teachers: Practice and Theory (2004), Kluwer Academic, London
2. Al-Hazmi S. EFL teacher preparation programs in Saudi Arabia: trends and challenges. TESOL Quarterly 37 2 (2003) 341-344
3. Anderson L., and Burns R. Research in Classrooms (1989), Pergamon Press, Oxford
4. Andrews S. Washback and curriculum innovation. In: Cheng L., and Watanabe Y. (Eds). Washback in Language Testing (2004), Lawrence Erlbaum Associates, London 37-50
5. Borg S. Teacher Cognition and Language Education: Research and practice (2006), Continuum, London
6. Breen M., Hird B., Milton O., and Thwaite A. Making sense of language teaching: teachers' principles and classroom practices. Applied Linguistics 22 4 (2001) 470-501
7. Carless D. Large scale curriculum change in Hong Kong. In: Kennedy C., Doyle P., and Goh C. (Eds). Exploring Change in English Language Teaching (1999), Macmillan, Oxford 19-37
8. Chapman W. Improving instructional practice in developing countries: the teachers' dilemma. In: Lynch J., Mogdill C., and Mogdill S. (Eds). Innovations in Delivering Primary Education (1997), Cassell, London 83-96
9. Cheng L. How does washback influence teaching? Implications from Hong Kong. Language and Education 11 1 (1997) 38-54
10. Cheng L., and Watanabe Y. Washback in Language Testing: Research Contexts and Methods (2004), Lawrence Erlbaum Associates, London
11. Choi C. The impact of EFL testing on EFL education in Korea. Language Testing 25 1 (2008) 39-62
12. Coleman H. Society and the Language Classroom (1996), Cambridge University Press, Cambridge
13. Dörnyei Z. Research Methods in Applied Linguistics: Quantitative Qualitative, and Mixed Methodologies (2007), Oxford University Press, Oxford
14. Drever E. Using Semi-Structured Interviews in Small-scale Research: A Teacher's Guide (2003), Scottish Council for Research in Education, Glasgow
15. Elmore R. Getting to scale with educational practice. Harvard Educational Review 66 1 (1996) 287-309
16. Ernest P. An Introduction to Research Methodology and Paradigms (1994), School of Education, University of Exeter, Exeter
17. Fullan M. The New Meaning of Educational Change. third ed. (2001), Teachers College Press, London
18. Gorsuch G. EFL educational policies and educational cultures: Influences on teachers' approval of communicative activities. TESOL Quarterly 34 4 (2000) 675-710
19. Holliday A. Appropriate Methodology and Social Context (1994), Cambridge University Press, Cambridge
20. Johnson S., Monk M., and Swain J. Constraints on development and change to science teachers' practices in Egyptian classrooms. Journal of Education for Teaching 26 1 (2000) 9-24
21. Karavas-Doukas E. Evaluating the implementation of educational innovations: lessons from the past. In: Rea-Dickins P., and Germaine K. (Eds). Managing Evaluation and Innovation in Language Teaching (1998), Longman, London 25-50
22. Kennedy C., Doyle P., and Goh C. Exploring Change in English Language Teaching (1999), Macmillan, Oxford
23. Levitt K. An analysis of elementary teachers' beliefs regarding the teaching and learning of science. Science Education 86 1 (2001) 1-22
24. Li D. Teachers' perceived difficulties in introducing the communicative approach in South Korea. In: Hewings A., and Hall D. (Eds). Innovation in English Language Teaching (2001), Routledge, London 149-166
25. Macfarlane M. English for Libya: Teachers' Book (2000), Garnet Publishing Ltd., Reading
26. Markee N. Managing Curricular Innovation (1997), Cambridge University Press, Cambridge
27. Maxwell J. Qualitative Research Design (1996), Sage Publications, Thousands Oaks
28. Nunan D. The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly 37 4 (2003) 589-613
29. O'Sullivan M. The reconceptualisation of learner-centred approaches: a Namibian case study. International Journal of Educational Development 24 6 (2004) 585-602
30. Owston R. Contextual factors that sustain innovative pedagogical practice using technology: an international study. Journal of Educational Change 8 1 (2007) 61-77
31. Patton M. Qualitative Evaluation and Research Methods. third ed. (2002), Sage Publications, London
32. Richards J., and Rodgers T. Approaches and Methods in Language Teaching. second ed. (2001), Cambridge University Press, Cambridge
33. Smith L., and Southerland S. Reforming practice or modifying reforms? Elementary teachers' response to the tools of reform. Journal of Research in Science Teaching 44 3 (2007) 396-423
34. Spillane J., and Zeuli J. Reform and teaching: exploring patterns of practice in the context of national and state mathematics reforms. Educational Evaluation and Policy Analysis 21 1 (1999) 1-27
35. Tudor I. The Dynamics of the Language Classroom (2001), Cambridge University Press, Cambridge
36. Wang C. Innovative teaching in foreign language contexts. In: Savignon S. (Ed). Interpreting Communicative Language Teaching (2002), Yale University Press, New Haven 131-153
37. Waters A., and Vilches M. Factors affecting ELT reforms: the case of the Philippines basic education curriculum. RELC Journal 39 1 (2008) 5-24
38. Wedell M. Pre/in service training of ELT teacher trainers: planning the regional MATEFL project. In: Flowerdrew J., Brock M., and Hsia S. (Eds). Perspectives on Second Language Teacher Education (1992), City of Polytechnic of Hong Kong, Hong Kong 337-350
39. Wedell M. Giving TESOL change a chance: supporting key players in the curriculum change process. System 31 4 (2003) 439-456