Pre-packaged Multimodal Resources & Second Language Teacher Agency
In the present globalised and digitised world, availability of a plethora of pre-packaged classroom resources for English Language Teaching (ELT) seems to threaten ESL/EFL teachers' professional agency in the language classroom. Whilst it is difficult to envisage the viability of these materials presented for a global audience of learners (Liyanage & Bartlett, 2008), the practice also seriously limits ESL/EFL teachers' agency in the application of their pedagogic and pedagogic content knowledges. The selection and implementation of pre-packaged materials by language teachers are due either to personal choice or to mandated regulations and established practices(Birch & Liyanage, 2004; Liyanage & Bartlett, 2008). This paper reports the reflections of thirty overseas ESL/EFL teachers enrolled in postgraduate programmes on (i) their use of pre-packaged materials in language classrooms in contexts where such practice is mandated or is the norm, and, (ii) the effect of this practice on their professional agency in the language classroom.
Journal of the Korean School Textbook Research
Teacher Education and Professional Development of Educators