Leeds University Library

EDUC5909M
Module Reading List

Introducing a Task-Based Curriculum in Classrooms and Systems, 2017/18, Semester H03
Dr Mohammad Ahmadian
m.j.ahmadian@leeds.ac.uk
Tutor information is taken from the Module Catalogue

EDUC 5926

TESOL curriculum and TESOL change

Reading list

 Al Hamzi, S. (2003).  EFL teacher preparation programmes in Saudi Arabia: Trends and challenges.  TESOL quarterly. 37/2, 341-345

Altinyelken, H.K (2010) Curriculum change in Uganda: Teacher perspectives on the new thematic curriculum  International journal of educational development. 30 : 151–161

Bauldauf, R et al 2010 . Realistic or Unattainable and a Waste of Resources:Primary EFL Programs in Asia . Hanoi. Asia TEFL conference. 

Beare, H, Caldwell B.J. & Millikan R. (1992) Dimensions of Leadership  (In Crawford M, Kydd, L & Riches C. Eds ) Leadership and teams in educational management ; pp24-39 Open University Press. Buckingham .

Breen M. (2001)  Syllabus . In Carter R and Nunan D The Cambridge guide to teaching English to speakers of other languages . Cambridge . CUP Ps 151-160.

 Brighouse, T. (2006). Essential pieces : the jigsaw of a successful school . Research Machines plc.

 Brumfit C (Ed) (1984b) General English syllabus design : curriculum and syllabus design for the general English classroom . ELT documents. 118. Oxford. Pergamon /The British Council.

 Canagarajah, S.A. (2006). TESOL at forty – What are the issues ? TESOL quarterly. 40/1, 9-34

Carney. S 2008 Learner-centred pedagogy in Tibet: International education reform in a local context Comparative education. ,  44/1: 39 – 55 http://www.informaworld.com/smpp/title~content=t713410081~db=all

 Chacon, C.T. (2005).  Teachers perceived efficacy among EFL teachers in Middle Schools in Venezuela. Teaching and teacher education. 21: 257-272

 Chin, R., and Benne, K.. ( 1970) General Strategies for Effecting Changes in Human Systems. I n Bennis, W., Benne, K., and. Chin,R.  (Eds.) The Planning of Change. , London.

Coleman,.H. (Ed.) (1996). Society and the language classroom . CUP, Cambridge.

De Segovia, L.P and Hardison, D.M 2009 Implementing education reform: EFL teachers’ perspectives. ELT journal. Volume 63/2 :154-162

Dello-Iacovo, B (2009) Curriculum reform and ‘Quality Education’ in China: An overview International journal of educational development. 29 : 241–249

Elliott, J.G. (2014). Lessons from abroad: whatever happened to pedagogy? Comparative education.   50/1: 27-44

 Fullan, M,G. (2007). The New Meaning of Educational Change . (4th edition)Cassell, London.

Fullan, M.G (1992) Causes and processes of implementation and continuation. (In N.Bennett, M.Crawford & C. Riches Eds) Managing change in education : individual and organizational perspectives ; pp109-131. Paul Chapman. London

Fullan, M.G. (2000) The Return of Large-Scale Reform. Journal of educational change. 1 , 5-28.

Gao X.S.2008. Teachers’ professional vulnerability and cultural tradition: a Chinese paradox. Teaching and teacher education. 24 :154-165

Goodson I. (2001). Social histories of educational change . Journal of educational change.  2/1 : 45-63. 

Graddol,D. (2006 ). English next : why global English may mean the end of 'English as a foreign language' . British Council : London

Hall, D..R., and Hewings, A. (Eds.) 2001.  Innovation in English language teaching : a reader  Routledge, London.

 Hallinger, P. (2011): Developing a knowledge base for educational leadership and management in East Asia, School leadership & management. , 31:4, 305-320

Hallinger, P .2010 Making educational reform happen: is there an Asian way? School leadership & management. , 30:5, 401-418

Hallinger, P and Lee, M. 2011. A decade of Educational reform in Thailand: Broken promise or impossible dream? Cambridge journal of education. , 41:2, 139-158

Hardman, J and A Rahman, N. 2015.   Teachers and the implementation of a new English curriculum in Malaysia. Language Culture and Curriculum  27/3: 260-277Hargreaves A (2000) The four ages of professionalism and professional learning. Teachers and teaching : theory and practice. 6, 151-182

Hargreaves A 1998 ( ed)   International handbook of educational change Dordrecht ; London : Kluwer Academic Publishers,  and Second international handbook of educational change

Harris, A. (2003). Behind the classroom door: the challenge of organisational and pedagogical change. Journal of educational change. . 4 , 369-382

Hayes, D. (2000) Cascade training and teachers’ professional development. English language teaching. 54 /2, 135-145.

Hofstede,.G., 1994. Cultures and Organizations . Harper Collins, London.

Hogan-Bruna, G. 2007. Language-in-education across the Baltic: policies, practices and challenges Comparative education. Vol. 43, No. 4:. 553–570

 Holliday, A. (1994) Appropriate methodology and social context . Cambridge University Press. Cambridge.

 Holliday, A. (2001). Achieving cultural continuity in curriculum innovation. In Hall, D.R., & Hewings, A. (Eds.) (2001). Innovation in English language teaching : a reader (pp169-177) . London : Routledge,.

Humphries, S and Burns, A .2015.  'In reality it's almost impossible': CLT oriented curriculum change.  ELT Journal 69/3:239-248

Hutchinson, T., (1991). The management of change. The teacher trainer. . 5/3:19-21

Hyde, B., (1994). Albanian babies and bathwater. The teacher trainer. 8/1: 10-13.

Joyce, B. and Showers, B. (1980) Improving in-service training: the messages of research. Educational Leadership 37, No. 5: 370-385. Available from: http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198002_joyce.pdf

Kennedy, C., (1988). Evaluating the Management of Change Applied linguistics. 9/4: 329-342

Lamb, M. V. (1995) The Consequences of INSET. English language teaching. 49/1, 72-79.

Lin, H.B and Lee, C.H (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and teacher education. 28. 56-65

Leithwood.K, Jantzi.D and Mascall.B (2002) . A Framework for Research on large scale reform . Journal of educational change. 3: 7-33

Levin, B. 2007 Sustainable, large-scale education renewal. Journal of educational change. 8. 323-336

Levinson, B, Blackwwod, J and Cross, C. 2013.Recipients, agents or partners? The contradictions of teacher participation in Mexican secondary education reform :. Journal  of Educational Change 14: 1-27

Levin, B. and Fullan, M. G. (2008). Learning about systems renewal. Educational management administration & leadership. 36/2: 289-303

Long M and Crookes G 1992 . Three approaches to task based syllabus design. TESOL quarterly. 26/1: 27-56

Liu. Y.J and Dunne, M. 2009. 'Educational reform in China: tensions in national policy and local practice', Comparative education. , 45: 4, 461 — 476

Luxon, T. (1994). The Psychological risk for teachers at a time of methodological change. The teacher trainer. 8/1 :6-9

Markee, N., (1997). Managing curricular innovation . CUP, Cambridge

Mumby J (1978) Communicative syllabus design : a sociolinguistic model for defining the content of purpose-specific language programmes . Cambridge. Cambridge University Press.

Nunan D (1988b)  Syllabus design . Oxford. Oxford University Press.

Nunan, D. (2003) The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL quarterly. 37 /4, 589-613.

Oplatka I. (2005).  Imposed school change and women teachers’ self renewal : a new insight on successful implementation of changes in schools. School leadership & management. 25/2, 171-190

Orafi S and Borg S. 2009 Intentions and realities in implementing communicative curriculum reform. System. 37/2: 243-255

Pennington M. (1995) The teacher change cycle. TESOL quarterly.  29 : 705-711

Polyoi E, Fullan M.G and Anchan J.P (2003)   Change forces in post-communist Eastern Europe : education in transition . London : Routledge Falmer.

Psacharopoulos G. (1989) ‘Why education reforms fail: A comparative analysis’ International review of education . 35/2:179-196.

Sakui K (2004).  Wearing two pairs of shoes: Language teaching in Japan.   English language teaching. 58/2, 155-163

Sahlberg, P 2011. The Fourth Way of Finland. Journal of Educational Change 12: 173-185

Sato K and Kleinhasser R.C (2004) Beliefs, practices and interactions of teachers in a Japanese High School English department. Teaching and teacher education. 20, 797-816

Sayer, P. 2015. "More & Earlier”: Neoliberalism and Primary English Education in Mexican Public Schools. L2 Journal. 7/3: 40-56  http://repositories.cdlib.org/uccllt/l2/vol7/iss3/art3

Showers, B. and Joyce, B. (1996) The evolution of peer coaching.  Educational Leadership 53 , 12-16 http://www.ascd.org/publications/educational-leadership/mar96/vol53/num06/The-Evolution-of-Peer-Coaching.aspx 


Song, S 2015 .  Cambodian teachers' responses to child-centered instructional policies: A mismatch between beliefs and practices.  Teaching and teacher education.. 50:36-45

Tabulawa, R. T (2009) Education reform in Botswana: reflections on policy contradictions and paradoxes Comparative Education , Volume 45 /1: 87 – 107

Thompson, P. 2013. Learner centred education and cultural translation.  International journal of educational development. . 33:48-58 

Tudor, I. (2003). Learning to live with complexity : Towards an ecological perspective on language teaching.  System. . 31/1, 1-12

Vavrus, F. 2009. The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania . International journal of educational development. 29, 303–311.

Wang W.F and Lam. A (2009) . The English Language Curriculum for Senior Secondary School in China:Its Evolution from 1949 RELC journal of language teaching and research in Southeast Asia. 2009; 40; 65

Waters, A. (2009). Managing innovation in English language education.   Language teaching. 42/4:421-458

Waters, A and Vilches, Ma. Luz C. (2008) Factors Affecting ELT Reforms : the case of the Philippines Basic Education Curriculum. RELC journal of language teaching and research in Southeast Asia. , 39 (1). pp. 5-24. 

Wedell, M (2003) Giving TESOL change a chance : supporting key players in the curriculum change process". System. , 31/4 , 439-4

Wedell, M. (2004).  TESOL initial teacher training and TESOL curriculum goals ; making the connection . Keynote paper given at Seminar on Initial (Pre- Service) Education for Teachers of English: What can be learned from the International Experience? Santiago, Chile. April 26th 2004.

 Wedell ,M (2005). "Cascading training down into the classroom : the need for parallel planning.". International journal of educational development. , 25(6) , 637-651.

Wedell. M ( 2008) Developing a capacity to make "English for Everyone" worthwhile : reconsidering outcomes and how to start achieving them.". International journal of educational development. , 28(6) , 628-639.

 Wedell.M ( 2009a) Planning for educational change : putting people and their contexts first  London: Continuum.

Wedell,M. (2009b). "Innovation in ELT". ELT journal. , 63(4) , 397-399.

Wedell, M (2009c) “Some guiding principles for planning and implementing large scale educational change” in: Atkins, J. Lamb, M and Wedell, M (Ed.) International collaboration for educational change : the BA Project .. Ministry of Education, Sultanate of Oman.

Wedell, M and Atkins, J. (2009) “The BA project as an example of large scale educational change.” in: Atkins, J, Lamb, M. and Wedell, M. (Ed.) International collaboration for educational change : the BA Project Ministry of Education. Sultanate of Oman.

 Wedell M (2010) " Managing educational change in a turbulent environment : Hungary 1991-1998 ". Saarbrucken. Lambert Academic Publishing.

Wedell M (2011) “More than just ‘technology’: English language teaching initiatives as complex educational changes” in Dreams and realities : developing countries and the English language Coleman , H (ed) Ps269-290. London: British Council

Wedell M (2012) “The Oman BA project: ELT change implementation process or event? ” in Managing Change in English Language Teaching: Lessons from experience , Tribble C (ed.) Ps 171-175. London: British Council .

Wedell M (2013) “Proficiency in English as a key to development? Helping teachers to help learners to succeed:”, in: English and development [electronic resource] : policy, pedagogy and globalization , Erling, E; Seargeant, P (eds.). Bristol, UK: Multilingual Matters.

Wedell, M and Malderez, A. (2013). Understanding language classroom contexts : the starting point for change .  London. Bloomsbury

Wilkins D (1976). Notional syllabuses : a taxonomy and its relevance to foreign language curriculum development . London. Oxford University Press 

 Willis D. (1990)  The lexical syllabus : a new approach to language teaching . London. Harper Collins.

 Wise A. (1977). 'Why Educational Policies often Fail: The Hyper rationalisation Hypothesis.' Journal of curriculum studies. 9/1:43-57

Wu,.X.D. & Fang, L. (2002) Teaching communicative English in China: a case study of the gap between teachers’ views and practice. Asian Journal of ELT 12, 143-162

Yamchi N. (2005). English Teaching and Training Issues in Palestine TESOL quarterly.

Young, R., & Lee, S. (1985)  EFL curriculum innovation and teachers' attitudes. (In Larson, P., Judd, E., & Messerschmidt, D. (Eds.) On TESOL '84, a brave new world for TESOL : selected papers from the Eighteenth Annual Convention of Teachers of English to Speakers of Other Languages, Houston, Texas, March 6-11, 1984 . Alexandria Virginia.: TESOL)

Zappa-Hollman ,S. 2007. EFL in Argentina’s schools: Teachers’ perspectives on policy changes and instruction . TESOL quarterly. 41/3: 618 -625

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This list was last updated on 15/12/2015