《英语教学中的教师能动性与政策回应》介评

1、精品资料欢迎阅读 英语教学中的教师能动性与政策回应介评 提 要 由Patrick C. L. Ng和Esther F. Boucher-Yip合编的英语教学中的教师能动性与政策回应对英语教师能动性已有文献进行系统梳理。所选文献表明：第一，学界普遍认可教师能动性与外语教育政策存在互动关系；第二，该书主要运用生态理论和社会文化理论来解读英语教师如何发挥能动性；第三，行动研究、构架教师共同体和改善外部环境是激发英语教师能动性的有效路径。关键词 英语教育政策；教师能动性；课程改革中图分类号 H002 文献标识码 A 文章编号 2096-1014（20xx）05-0089-08DOI 10.19689/

2、10-1361/h.20xx0508Review of Teacher Agency and Policy Response in English Language TeachingWang LianAbstract Over the past decade or so， teacher agency in both curriculum design and instructional materials development has become an important focus and drawn growing interest from both intern

3、ational and domestic researchers working in the areas of language acquisition planning. The most recent publication of Teacher Agency and Policy Response in English Language Teaching， edited by Patrick C. L. Ng and Esther F. Boucher-Yip， undoubtedly makes a timely contribution to this field. The edi

4、ted volume examines the agency of the teacher in negotiating educational reforms and policy changes at the local and national levels. Chapters in the book include： English language teaching in China： teacher agency in response to curricular innovations； incorporating academic skills into EFL curricu

5、lum： teacher agency in response to global mobility challenge； teacher agency， the native/nonnative dichotomy， and “English Classes in English” in Japanese high schools； teacher-designed high stakes English language testing： washback and impact. This critical reviews of the book aims at informing res

6、earchers across all sectors of education， in particular policy makers of curriculum and language planning. It makes three points of interest for them. Firstly， great attention should be paid to the interactions between teacher agency and foreign language education policies. Secondly， Ecological Theo

7、ry and Sociocultural Theory are meaningful approaches to the interpretation of teacher agency. Lastly， action research， the building of teacher community， and improvement of supporting environment are effective approaches to inspire English teacher agency.Key words English language education policy；

8、 teacher agency； curriculum reform由新潟县立大学的Patrick C. L. Ng教授与伍斯特理工学院Esther F. Boucher-Yip副教授合编的英语教学中的教师能动性与政策回应，以论文集的形式由Routledge 出版社出版，该书是Routledge于20xx年出版的语言教育系列丛书的第8卷。该书最显著的优点是从不同角度针对外语或二语（英语）环境下教师能动性进行了特别关注，18位作者分别对中国、日本、越南、马耳他、美国、澳大利亚、俄罗斯、哈萨克斯坦和美国夏威夷展开国别（地区）比较分析，描述教师在不同社会与政治环境下对教育改革和语言教育政策变革的回应，分析造成他们能动性差异的影响因素。一、内容介绍根据Kaplan和Baldauf（2003）的框架，语言教育政策的发展体现为8个要素：语言准入政策、师资政策、课程政策、方法和内容政策、资源支持政策、群体政策、评估政策和教师主导政策。这一理论系统阐释了语言教育规划研究的8个层面，强调不仅要关注自上而下的政策制定者、制定过程等宏观问題，也需要关注政策如何被学校领导或教师贯彻落实等微观问题。外语或二外课程改革一直是国家语言教育政策研究中的一项重要议题，语言教师作为能动者在政策文本与学生之间发