CHAPTER 1 INTRODUCTION
1.1 General outline of this book
1.2 Development of the research interest
1.3 Research basis for this book
1.4 Intended stakeholders for the research
1.5 Organisation of this book
1.6 Glossary
CHAPTER 2 LITERATURE REVIEW
2.1 TBLT and current debates in ELT
2.1.1 TBLT
2.1.2 The implementation of TBLT
2.1.3 Is TBLT a "good" method?
2.1.4 Is there any "best method"?
2.2 Studies which have stimulated my research
2.2.1 Social context and language teaching
2.2.2 Teacher cognition and language teaching
2.3 Theories which have inspired my investigation of curriculum
2.3.1 Defining curriculum
2.3.2 Theories that have inspired my investigation of curriculum
2.4 Implementing the NEC or teaching the NEC?
2.5 Conclusion
CHAPTER 3 METHODOLOGY
3.1 Theoretical considerations
3.2 The pilot study
3.2.1 The setting, research participants and research process
3.2.2 Findings and discussion
3.2.3 Reflection on the pilot study
3.3 Rationale for adopting a qualitative approach
3.3.1 Defining qualitative research
3.3.2 Rationale for adopting a qualitative approach
3.4 Negotiating access
3.4.1 Negotiating access to the field
3.4.2 Negotiating access with the research participants
3.5 My presentation in the field
3.5.1 The creation of my role
3.5.2 Overt or covert research?
3.5.3 The presentation of self"
3.6 Data collection: Processes, techniques and rationales
3.7 Data organisation and analysis
3.7.1 Data analysis process
3.7.2 The conceptual framework of Pierre Bourdieu
3.8 Ethics
3.9 Reflection
3.9.1 Making the familiar strange
3.9.2 Dilemmas in the field
3.10 Conclusion
CHAPTER 4 THE CONTEXTUAL BACKGROUND FOR THE NEC
4.1 Salient features of the Chinese education system
4.1.1 The significance of education
4.1.2 The hierarchical education system
4.1.3 Highly competitive education environment
4.1.4 The NCEE and high school education in China
4.2 Initiatives of the NEC
4.2.1 Political agenda
4.2.2 Critique of China's education system and reform as a response"
4.3 The NEC
4.3.1 New objective system: All-round ability to use English
4.3.2 A heightened awareness of teachers' and learners' autonomy
4.3.3 Inductive approach: Try, explore, discover, practise and co-operate
4.3.4 The emphasis of a formative assessment system
4.4 Responses to the NEC
4.4.1 Response of the JZ provincial DOE
4.4.2 Public responses
4.4.3 Reception of the NEC: Evidence from other studies
4.5 Conclusion
CHAPTER 5 THE SCHOOL CONTEXT
5.1 General introduction to the school
5.2 Teachers' and students' timetables
5.3 Hierarchy of teachers and defining capital in CHS
5.3.1 Institutional position
5.3.2 Teachers' teaching skill
5.3.3 "Face" and social connections
5.3.4 "Seniority" in terms of age and years of working
5.4 Positioning the five research participants
5.4.1 Participant One: Anya
5.4.2 Participant Two: Baijuan
5.4.3 Participant Three: Caili
5.4.4 Participant Four: Denghua
5.4.5 Participant Five: Enchu
5.5 Multiple duties of the English teachers
5.6 Workflow of the grade 2 English team
5.7 Teaching materials used by teachers of the grade 2 English team
5.8 Conclusion
CHAPTER 6 TEACHERS TALKING ABOUT THE NEC AND THEIR PRACTICES
6.1 Teachers describing their positions regarding the NEC
6.1.1 Anya: "I feel resonated with the NEC"
6.1.2 Baijuan: "You can't do this every day"
6.1.3 Caili: "You have to use it in ' top classes'"
6.1.4 Denghua: "The NEC principles are only for 'top classes'"
6.1.5 Enchu: "Students won't listen if it's not relevant to NCEE"
6.1.6 Conclusion
6.2 New emotions associated with teaching the NEC
6.2.1 Uncertainty
6.2.2 Insecurity
6.3 Pushing and pulling forces of teaching the NEC
6.3.1 Pushing forces of teaching the NEC
6.3.2 Pulling forces of teaching the NEC
6.3.3 Conclusion
6.4 Teachers' orientations towards goal conflicts
6.4.1 Anya: "Trembling with fear"
6.4.2 Baijuan: "We have to make selections at times"
6.4.3 Caili: "I can use whatever model to support teaching..."
6.4.4 "The examination is the most important limitation"
6.4.5 Enchu: "Want it or not, examinations are the most important thing for them"
6.5 Two levels of thinking
6.5.1 Teacher thinking on "what is ' good'" and "what works"
6.5.2 Old beliefs and new theories
6.6 Chinese teachers, Western approaches
6.6.1 Is the teacher's role to transmit knowledge or to facilitate learning?
6.6.2 What is the language to be taught?
6.6.3 Do learner activities promote learning?
6.6.4 Do CLT activities pose disciplinary challenges?
6.7 Teacher development
6.7.1 Case 1: Baijuan's changing perceptions and practices
6.7.2 Case 2: Denghua's changing perceptions and practices
6.7.3 Main factors in teacher cognition development
6.8 Conclusion
CHAPTER 7 OBSERVING TEACHERS IN PRACTICE
7.1 Efforts to use the NEC principles in teaching
7.1.1 Anya's use of the NEC principles
7.1.2 Baijuan's use of the NEC principles
7.1.3 Denghua's use of the NEC principles
7.1.4 Teachers' use of the NEC principles: A conclusion and interpretation
7.2 High emphasis on form
7.3 "Taken an eclectic approach to teaching"
7.4 "Traditions" in CHS
7.4.1 Marking every assignment
7.4.2 Reciting from memory
7.5 "Busy like a bee"
7.5.1 "Using every minute for teaching"
7.5.2 Working long hours
7.5.3 Working in spite of a tumour
7.6 "Wearing two pairs of shoes"
7.6.1 Teaching for external observers vs. teaching for students.
7.6.2 Teaching differently in different classes
7.7 CLT and large classes
7.8 Conclusion
CHAPTER 8 DISCUSSION AND CONCLUSION
8.1 Teachers' experiences of teaching the NEC
8.2 Teacher cognition and teachers' practices
8.3 Social context and teachers' practices
8.4 Conclusion
CHAPTER 9 REFLECTION AND IMPLICATIONS
9.1 The research journey
9.2 Reflection on the methodology
9.3 Significance of the study
9.3.1 Findings
9.3.2 Theoretical contributions
9.3.3 Methodological contributions
9.4 Practical implications
9.4.1 Implications for curriculum developers
9.4.2 Implications for teacher educators
9.4.3 Directions for future research
References
Acknowledgements