"The participatory relationship among Teachers, Learners, and Curriculum Materials: a case study of Four Tertiary - Level Chinese EFL Teachers in Mainland China"

Abstract

This paper examines a ubiquitous yet under-studied area of language pedagogy, i.e. material use. It explores teacher-curriculum relationship at tertiary level in the Chinese EFL context by focusing on teachers’ curricular and pedagogical decisions with respect to curriculum materials in enacting curriculum. A qualitative multi-case study involving four Chinese EFL teachers at tertiary level in Mainland China represents the design for this study. Drawing on data from teachers’ interviews, students’ interviews, lesson observations and documents in the pilot study, three ways that textbooks mediate college faculty work regarding instruction were identified along with several influential factors (e.g. teachers’ perceptions on curriculum materials, features of curriculum materials, students’ responses). Implications for teaching, learning and future research will also be presented.