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Giving TESOL change a chance: supporting key players in the curriculum change process

Wedell, M. (2003) Giving TESOL change a chance: supporting key players in the curriculum change process. System, 31 (4). pp. 439-456. ISSN 0346-251X

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The language of ‘western’ planned and managed TESOL curriculum change aid projects of the 1980–1990s continues to have a strong influence on the terms in which the objectives of 21st century, nationally planned TESOL curriculum change projects are expressed. It is apparently assumed that teachers worldwide will be able to make the cultural and professional adjustments necessary to enable such objectives to be achieved. Many 20th century TESOL aid projects achieved their stated objectives only partially, if at all. The same remains true of much nationally planned and managed TESOL curriculum change today. One important reason for such limited success, is change planners’ failure to adequately consider what support classroom teachers will need, when, and for how long, if they are to be helped to make the above adjustments. This paper does not intend to make value judgements regarding the beliefs about teaching and learning underlying any particular culture, or the classroom behaviours that these give rise to. It represents a pragmatic attempt to present some questions that those responsible for planning TESOL curriculum change might ask, before finally deciding on the objectives of such change in their own contexts. Answers to these questions can, it is suggested, help provide information about how key players (classroom teachers) are likely to experience the implementation of objectives. Based on this information, planners can try to establish systems that will support teachers during the critical first few years of the change process, so making it more likely that the process will ultimately begin to achieve its hoped-for outcomes.

Item Type: Article
Copyright, Publisher and Additional Information: © 2003 Elsevier Ltd. This is an author produced version of a paper published in System. Uploaded in accordance with the publisher's self archiving policy.
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Depositing User: Sherpa Assistant
Date Deposited: 20 Nov 2008 10:49
Last Modified: 08 Feb 2013 17:05
Published Version: http://dx.doi.org/10.1016/j.system.2003.02.001
Status: Published
Publisher: Elsevier Ltd.
Refereed: Yes
Identification Number: 10.1016/j.system.2003.02.001
URI: http://eprints.whiterose.ac.uk/id/eprint/4927

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