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(More customer reviews)I am currently teaching English in Japan and for my research am looking at recent curriculum revisions in the English language teaching in elementary schools in Japan. Judith was my graduate supervisor at Birmingham and recommended her upcoming book on how to set out the ideas for my dissertation. I have read the book now over the past two months and it gives a very detailed and concise description about how Education ministries and local education authorities, schools and teachers implement change and innovation in language teaching, undertake curriculum reform and introduce new ideas into the classroom. Sometimes curriculum change is positive or negative depending on how change is brought about and introduced by the education authorities in a particular country or education system, and how it is received by agents of change i.e teachers who may accept or reject change and innovation of change, The first chapter provides an intoduction of what educational change is, further chapters describe curriculum change, the different models of change that exist from top-down prescriptive models where change is forced on those below, to others where teachers identify a problem and through social-networking set about solving the problem and co-operating with educational authorities on realising their needs.
The book gives many case-study examples with reference citations of where both positive and negative change has been implemented in ESL classrooms around the world, and the final chapters deal with change involving MA TESL students, Chinese university lecturers of English and Japanese teachers of English. The book contains a fairly tthorough appendices, and 12 pages of references in the bibliography.
This book will be of interest to teacher-trainers teaching graduate students on TESL and EFL programs about introducing innovation and change in language classrooms. TESL and linguistics students researching curriculum innovation and change, and teachers who may be thinking of implementing reforms in their own classrooms will also find this book useful. Readers can go to chapters that are of interest to them and it makes a good reference material for graduate courses. Judith was recently the head of the English for International Studies unit at the University of Birmingham in the United Kingdom.
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This book isan exploration of the processes of change in English language teaching. Part I introduces the principles and strategies of change and factors affecting educational change. Part II focuses on implementing change and looks at key implementation strategies and systemic and behavioural change, before introducing a new interpersonal model of change. Part III presents various ways in which change can be measured and evaluated with reference to contemporary research in English language teaching.
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