Pre-packaged multimodal resources and 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 Lo 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 content knowledges. The selection and implementation of pre-packaged materials by language teachers arc 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 nom1, and, (ii) the effect of this practice on their professional agency in the Jru1guage classroom.