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

Liyanage, Indika, Bartlett, Brendan, Walker, Tony and Guo, Xuhong 2015, Assessment policies, curricular directives, and teacher agency: quandaries of EFL teachers in Inner Mongolia, Innovation in language learning and teaching, vol. 9, no. 3, pp. 251-264.

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Title Assessment policies, curricular directives, and teacher agency: quandaries of EFL teachers in Inner Mongolia
Author(s) Liyanage, IndikaORCID iD for Liyanage, Indika orcid.org/0000-0001-6459-4977
Bartlett, Brendan
Walker, Tony
Guo, Xuhong
Journal name Innovation in language learning and teaching
Volume number 9
Issue number 3
Start page 251
End page 264
Total pages 14
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2015
ISSN 1750-1229
1750-1237
Keyword(s) exam-oriented assessment
instructional demands
teacher agency
teacher dilemmas
Summary 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. © 2014 © 2014 Taylor & Francis.
Language eng
Field of Research 130207 Lote, Esl and Tesol Curriculum and Pedagogy (excl Maori)
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30070700

Document type: Journal Article
Collection: School of Education
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