《英语教学中的教师能动性与政策回应》介评

王莲

语言战略研究 ›› 2018, Vol. 3 ›› Issue (5) : 89-96.

欢迎访问《语言战略研究》官方网站!今天是
语言战略研究 ›› 2018, Vol. 3 ›› Issue (5) : 89-96. DOI: 10.19689/j.cnki.cn10-1361/h.20180508
语言战略研究

《英语教学中的教师能动性与政策回应》介评

  • 王莲
作者信息 +

Review of Teacher Agency and Policy Response in English Language Teaching

  • Wang Lian
Author information +
文章历史 +

摘要

由Patrick C. L. Ng 和Esther F. Boucher-Yip 合编的《英语教学中的教师能动性与政策回应》对英语教师能动性已有文献进行系统梳理。所选文献表明:第一,学界普遍认可教师能动性与外语教育政策存在互动关系;第二,该书主要运用生态理论和社会文化理论来解读英语教师如何发挥能动性;第三,行动研究、构架教师共同体和改善外部环境是激发英语教师能动性的有效路径。

Abstract

Over the past decade or so, teacher agency in both curriculum design and instructional materials development has become an important focus and drawn growing interest from both international and domestic researchers working in the areas of language acquisition planning. The most recent publication of Teacher Agency and Policy Response in English Language Teaching, edited by Patrick C. L. Ng and Esther F. Boucher-Yip, undoubtedly makes a timely contribution to this field. The edited volume examines the agency of the teacher in negotiating educational reforms and policy changes at the local and national levels. Chapters in the book include: English language teaching in China: teacher agency in response to curricular innovations; incorporating academic skills into EFL curriculum: teacher agency in response to global mobility challenge; teacher agency, the native/nonnative dichotomy, and “English Classes in English” in Japanese high schools; teacher-designed high stakes English language testing: washback and impact. This critical reviews of the book aims at informing researchers across all sectors of education,in particular policy makers of curriculum and language planning. It makes three points of interest for them. Firstly, great attention should be paid to the interactions between teacher agency and foreign language education policies. Secondly, Ecological Theory and Sociocultural Theory are meaningful approaches to the interpretation of teacher agency. Lastly, action research, the building of teacher community, and improvement of supporting environment are effective approaches to inspire English teacher agency.

关键词

英语教育政策 / 教师能动性 / 课程改革

Key words

English language education policy / teacher agency / curriculum reform

引用本文

导出引用
王莲. 《英语教学中的教师能动性与政策回应》介评[J]. 语言战略研究. 2018, 3(5): 89-96 https://doi.org/10.19689/j.cnki.cn10-1361/h.20180508
Wang Lian. Review of Teacher Agency and Policy Response in English Language Teaching[J]. Chinese Journal of Language Policy and Planning. 2018, 3(5): 89-96 https://doi.org/10.19689/j.cnki.cn10-1361/h.20180508

参考文献

蔡基刚 2003 《外语能力培养与我国外语政策》,《外语与外语教学》第5 期。
初胜华,张卫东 2014 《基于教师合作反思教学模式的高校外语教师专业发展研究》,《外语与外语教学》第1 期。
胡文仲 2001 《我国外语教育规划的得与失》,《外语教学与研究》第4 期。
李宇明 2010 《中国语言规划论》,北京:商务印书馆。
李宇明 2015 《中国语言规划三论》,北京:商务印书馆。
鲁子问 2008 《外语教育政策必须适应社会发展需要》,《英语教师》第2 期。
梅德明 2016 《基于核心素养的英语学科课程发展——课程目标演进的价值取向》,《英语学习》第12 期.
沈 骑 2017 《语言教育战略研究丛书:外语教育政策价值国际比较研究》,上海:复旦大学出版社。
文秋芳 2011 《〈英语教学中的行动研究方法〉评介》,《中国外语教育》第3 期。
张沉香 2007 《我国外语教育政策的特色分析》,《中国高教研究》第10 期。
张正东 2006 《中国外语教育政策漫议:外语是把双刃剑》,《基础教育外语教学研究》第1 期。
赵蓉晖 2012 《国家战略视角下的外语与外语政策》,北京:北京大学出版社。
Bandura, A. 1991. Human agency: The rhetoric and the reality. American Psychologist (46), 157-162.
Beijaard, D., P. C. Meijer, and N. Verloop. 2004. Reconsidering research on teachers’ professional identity. Teaching & Teacher Education 20(2), 107-128.
Cooper, R. 1989. Language Planning and Social Change. Cambridge: Cambridge University Press.
Johnson, D. 2013. Language Policy. Basingstoke: Palgrave Macmillan Press.
Kaplan, R. and R. B. Baldauf Jr. 2003. Language and Language-in-education Planning in the Pacific Basin. Dordrecht: Springer.
Priestley, M. et al. 2012. Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry 42(2), 191-214.
Priestley, M., G. Biesta, and S. Robinson. 2013. Teachers as agents of change: Teacher agency and emerging models of curriculum. In M. Priestley and G. Biesta (eds.), Reinventing the Curriculum: New Trends in Curriculum Policy and Practice. London and New York: Bloomsbury.
Priestley, M., G. Biesta, and S. Robinson. 2015. Teacher Agency: An Ecological Approach. London: Bloomsbury Academic.
Rogers, R. and M. Wetzel. 2013. Studying agency in literacy teacher education: A layered approach to positive discourse analysis. Critical Inquiry in Language Studies (1), 62-92.
Spolsky, B. 2004. Language Policy. Combridge: Cambridge University Press.
Tollefson, J. 2011. Language planning and language policy. In R. Mesthrie (ed.), The Cambridge Handbook of Sociolinguistics.Cambridge: CUP.
Van Lier, L. 2010. Forword: Agency, Self and Identity in Language Learning. In B. O’ Rourke and L. Carson (eds.), Language Learner Autonomy: Policy, Curriculum, Classroom. A
Festschrifts in honor of David Little(pp. ix-xiv). Oxford: Peter Lang.

Accesses

Citation

Detail

段落导航
相关文章

/