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E-grāmata: Evaluating Change in English Language Teaching

  • Formāts: PDF+DRM
  • Izdošanas datums: 20-Sep-2005
  • Izdevniecība: Palgrave Macmillan
  • Valoda: eng
  • ISBN-13: 9780230598638
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Evaluating Change in English Language TeachingPalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 20-Sep-2005
  • Izdevniecība: Palgrave Macmillan
  • Valoda: eng
  • ISBN-13: 9780230598638
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This book is an 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.


This book is an 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.

Papildus informācija

JUDITH LAMIE is Senior Lecturer and Director of the English for International Students Unit at the University of Birmingham, UK. She has published on language teacher education, international student profiling and the management of change and innovation.
List of Tables xi
List of Figures xiii
Acknowledgements xv
Introduction xvi
Part I Defining Change
1 What is Change?
3(10)
1.1 Introductory comments
3(1)
1.2 Definitions of change
4(4)
1.3 Principles of change
8(3)
1.3.1 Example 1: The aeroplane
8(1)
1.3.2 Example 2: The toothbrush
8(1)
1.3.3 Principles of change
9(2)
1.4 Summary
11(2)
2 What is Educational Change?
13(26)
2.1 Introductory comments
13(1)
2.2 Definitions of educational change
14(2)
2.3 Strategies for effecting change
16(7)
2.3.1 Power-coercive strategy
17(1)
2.3.2 Rational-empirical strategy
18(1)
2.3.3 Normative-re-educative strategy
19(4)
2.4 Factors affecting educational change
23(9)
2.5 Summary
32(7)
Part II Implementing Change
3 Curriculum Change
39(21)
3.1 Introductory comments
39(1)
3.2 Educational implementation strategies
40(11)
3.2.1 Background
40(1)
3.2.2 Models of curriculum implementation
41(10)
3.3 Factors affecting curriculum change in English language teaching
51(6)
3.4 Summary
57(3)
4 Models of Change
60(25)
4.1 Introductory comments
60(1)
4.2 Systemic change
61(2)
4.3 Behavioural change
63(2)
4.4 Interpersonal change
65(15)
4.4.1 Personal attributes
66(3)
4.4.2 Practical constraints
69(2)
4.4.3 External influences
71(6)
4.4.4 Awareness
77(1)
4.4.5 Training
78(1)
4.4.6 Feedback
79(1)
4.5 Summary
80(5)
Part III Measuring Change
5 Evaluating Change with MA TEFL/TESL Students
85(32)
5.1 Introductory comments
85(1)
5.2 In-service training with English language teachers
86(12)
5.2.1 Background
86(11)
5.2.2 The MA TEFL/TESL program Mc
97(1)
5.3 Evaluating change on the MA TEFLT/TESL programme
98(18)
5.3.1 Data collection procedure
98(1)
5.3.2 Data collection tools
99(2)
5.3.3 Programme participants
101(1)
5.3.4 Research findings
102(14)
5.4 Summary
116(1)
6 Evaluating Change with Chinese Lecturers of English
117(38)
6.1 Introductory comments
117(1)
6.2 English language teaching in China
118(10)
6.2.1 Historical perspective
118(2)
6.2.2 English teaching
120(4)
6.2.3 English language teaching in higher education institutions
124(1)
6.2.4 Resourcing
125(3)
6.3 In-service training in China
128(6)
6.3.1 Background
128(3)
6.3.2 The China University of Mining and Technology programme
131(3)
6.4 Evaluating change on the CUMT programme
134(17)
6.4.1 Data collection procedure
134(1)
6.4.2 Data collection tools
135(2)
6.4.3 Programme participants
137(1)
6.4.4 Research findings
138(13)
6.5 Implications and recommendations
151(1)
6.6 Summary
152(3)
7 Evaluating Change with Japanese Teachers of English
155(62)
7.1 Introductory comments
155(1)
7.2 English language teaching in Japan
156(8)
7.2.1 Historical perspective
156(3)
7.2.2 English teaching
159(2)
7.2.3 New Revised Course of Study: Emphasis on oral communication
161(2)
7.2.4 Resourcing
163(1)
7.3 In-service Training in Japan
164(10)
7.3.1 Background
164(5)
7.3.2 The Japanese Secondary Teachers' programme
169(5)
7.4 Evaluating change on the JST programme
174(29)
7.4.1 Data collection procedure
174(1)
7.4.2 Data collection tools
175(10)
7.4.3 Case-study profiles
185(7)
7.4.4 Research findings
192(11)
7.5 Implications and recommendations
203(1)
7.6 Summary
204(3)
Conclusion 207(10)
Appendices
Appendix 1 MA TEFL/TESL Programme Additional Student Responses
217(5)
Appendix 2 Education in China — English Language Teaching in Primary Schools
222(3)
Appendix 3 Education in China — Project 211
225(4)
Appendix 4 The Course of Study for Upper Secondary School
229(8)
Bibliography 237(12)
Index of Names 249(3)
Index of Subjects 252


JUDITH LAMIE is Senior Lecturer and Director of the English for International Students Unit at the University of Birmingham, UK. She has published on language teacher education, international student profiling and the management of change and innovation.
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