Teacher Agency and Policy Response in English Language Teaching
Routledge Research in Language Education Series

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:

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  English language teaching in China: teacher agency in response to curricular innovations
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  Incorporating academic skills into EFL curriculum: teacher agency in response to global mobility challenge
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  Teacher agency, the native/nonnative dichotomy, and "English Classes in English" in Japanese high Schools
• 
  Teacher-designed high stakes English language testing: washback and impact

This 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.

1. Introduction

2. English language teaching in China: teacher agency in response to curricular innovations

3. Acceptance and adaption: teacher agency during the introduction of English activities in Japanese elementary schools

4. Monolingual education in policy discourse and classroom practice: a look into Japanese junior high school EFL classrooms

5. Teacher agency, the native/nonnative dichotomy, and “English Classes in English” in Japanese high Schools

6. Teacher-designed high stakes English language testing: washback and impact

7. ESOL teacher advocacy: a response to teacher education standards

8. Teacher agency and policy response in the Australian adult ESL literacy classroom: a multi-site case study

9. Incorporating academic skills into EFL curriculum: teacher agency in response to global mobility challenge

10. Navigating Change: Kazakhstani English language teachers’ response to multi-scalar education reforms

11. A call for English teachers in Morocco to practice agency through action research

12. Sociocultural factors affecting teacher agency in English-medium instruction in Japan

13. Introducing curricular change in ESL composition: an action research perspective

14. A primary school English teacher’s response to language policy: teacher agency and autonomy in rural Vietnam

Patrick C. L. Ng holds an EdD in Applied Linguistics and TESOL (University of Leicester, UK) and is currently a professor at the University of Niigata Prefecture in Japan. His research focuses on language planning and policy, sociolinguistics, language education, bilingualism, multilingualism, English as a lingua franca and Chinese language studies.

Esther F. Boucher-Yip is an assistant professor at Worcester Polytechnic Institute, USA. She holds an EdD in Applied Linguistics and TESOL from University of Leicester, UK. She is the author of the book Language Maintenance and Shift Among the Semai in Malaysia: A Study of Indigenous Language Use and the co-editor of Local Contextual Influences on Teaching: Narrative Insights from ESL and EFL Professionals.