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  • Assessment policies, curricular directives, and teacher agency: Quandaries of EFL teachers in Inner Mongolia

    Author(s)
    Liyanage, Indika
    Bartlett, Brendan
    Walker, Tony
    Guo, Xuhong
    Griffith University Author(s)
    Liyanage, Indika J.
    Walker, Tony W.
    Year published
    2014
    Metadata
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    Abstract
    In the debate over English language teaching approaches and methods, the influence of examinations on classroom pedagogy and the nature of these examinations are critical considerations for teachers. In the Inner Mongolian context, as for all China, examinations reflect traditional conceptions of teaching and learning, classroom teaching conditions such as class sizes, and the English-as-a-foreign language setting. In this situation, decisions about classroom pedagogy and objectives and whether teaching focuses on test-taking rather than on the learning of language go to the core of teacher agency. In this paper we foreground ...
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    In the debate over English language teaching approaches and methods, the influence of examinations on classroom pedagogy and the nature of these examinations are critical considerations for teachers. In the Inner Mongolian context, as for all China, examinations reflect traditional conceptions of teaching and learning, classroom teaching conditions such as class sizes, and the English-as-a-foreign language setting. In this situation, decisions about classroom pedagogy and objectives and whether teaching focuses on test-taking rather than on the learning of language go to the core of teacher agency. In this paper we foreground the struggles and dilemmas experienced by English language teachers in Inner Mongolia in attempts to exercise agency amidst the instructional demands of an exam-oriented community, and a misalignment created by an exam remaining centered on discrete skills rather than students ' proficiency in applying ranging uses of the language they are learning. These conditions are now located within New English Syllabus expectations are that teachers will implement their knowledge of educational theories and of current English teaching methodology to create opportunities for more broadly based learning and proficiency.
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    Journal Title
    Innovation in Language Learning and Teaching
    DOI
    https://doi.org/10.1080/17501229.2014.915846
    Subject
    Teacher Education and Professional Development of Educators
    English as a Second Language
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/65116
    Collection
    • Journal articles

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