Leeds University Library

Module Reading List

Introducing a Task-Based Curriculum in Classrooms and Systems, 2017/18, Semester H03
Dr Mohammad Ahmadian
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