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Language teachers at worklinking mat...

Li, Zhan.

Language teachers at worklinking materials with classroom teaching /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Language teachers at workby Zhan Li.
Reminder of title:	linking materials with classroom teaching /
Author:	Li, Zhan.
Published:	Singapore :Springer Singapore :2020.
Description:	xv, 141 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Language and languagesStudy and teaching.
Online resource:	https://doi.org/10.1007/978-981-15-5515-2
ISBN:	9789811555152$q(electronic bk.)

Language teachers at worklinking materials with classroom teaching /
Li, Zhan.

Language teachers at worklinking materials with classroom teaching /[electronic resource] :by Zhan Li. - Singapore :Springer Singapore :2020. - xv, 141 p. :ill., digital ;24 cm.

Chapter 1 Introduction -- Chapter 2 Teachers' use of materials: A sociocultural perspective -- Chapter 3 The design of the study -- Chapter 4 Teachers' use of curriculum materials -- Chapter 5 Discussion -- Chapter 6 Conclusions and implications.

This book examines a ubiquitous, yet under-researched, area of language education, i.e., language teachers' use of curriculum materials. It particularly focuses on EFL teachers' use of prescribed curriculum materials in higher education in Mainland China and presents a qualitative, multi-case study involving four Chinese EFL teachers and eight students (two students from each teacher's class) at one university in Mainland China. Drawing on data from pre-lesson and post-lesson interviews with the teachers, lesson observations, and documents in three consecutive semesters at the target university, the book delineates the processes of materials use in classroom settings. It also identifies four domains of factors that influenced the enactment of curriculum materials. Most importantly, by adopting Vygotsky's (1978) mediation theory and Remillard's (2005) participatory perspective, the book constructs a "curriculum enactment mediation model" to reveal the complex and mediated relations among teachers, learners, curriculum materials, and context. It also recommends practical implications for materials developers, teacher educators, administrators, and policymakers.

ISBN: 9789811555152$q(electronic bk.)

Standard No.: 10.1007/978-981-15-5515-2doiSubjects--Topical Terms:

180352
Language and languages
--Study and teaching.

LC Class. No.: P51 / .L594 2020

Dewey Class. No.: 407.1

Language teachers at worklinking materials with classroom teaching /
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505 0 $a Chapter 1 Introduction -- Chapter 2 Teachers' use of materials: A sociocultural perspective -- Chapter 3 The design of the study -- Chapter 4 Teachers' use of curriculum materials -- Chapter 5 Discussion -- Chapter 6 Conclusions and implications.
520 $a This book examines a ubiquitous, yet under-researched, area of language education, i.e., language teachers' use of curriculum materials. It particularly focuses on EFL teachers' use of prescribed curriculum materials in higher education in Mainland China and presents a qualitative, multi-case study involving four Chinese EFL teachers and eight students (two students from each teacher's class) at one university in Mainland China. Drawing on data from pre-lesson and post-lesson interviews with the teachers, lesson observations, and documents in three consecutive semesters at the target university, the book delineates the processes of materials use in classroom settings. It also identifies four domains of factors that influenced the enactment of curriculum materials. Most importantly, by adopting Vygotsky's (1978) mediation theory and Remillard's (2005) participatory perspective, the book constructs a "curriculum enactment mediation model" to reveal the complex and mediated relations among teachers, learners, curriculum materials, and context. It also recommends practical implications for materials developers, teacher educators, administrators, and policymakers.
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