Language Teachers as Materials Developers

Li, Jiao; Gao, Xuesong; Cui, Xuehai

doi:10.1177/00336882211061627

Cited by 11 publications

(6 citation statements)

References 28 publications

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“…On the other hand, as predicted by the Douglas Fir Group's (2016) multilayered model, the macro‐level institutions of sociocultural values may shape emerging teacher leaders' cross‐level agentic actions in their identity (co)constructions and textbook development (Wu & Chen, 2018). In particular, Gee's cross‐level agentic actions to develop the EAP textbook may reflect the collectivist worldview highly appreciated in Chinese cultural tradition (Li et al, 2021), which prioritizes collective over individual actions. In Gee's case, her persistent endeavors to seek support from the reform community despite the numerous challenges encountered there helped ease her emotional tensions at other levels and hence played a decisive role in the development of an EAP textbook and her constructions of both EAP teacher and teacher leader identities.…”

Section: Discussionmentioning

confidence: 99%

“…Teacher agency is theorized as individual teachers' capacity to make decisions and take actions toward their desired outcomes (Ruan et al, 2020) and is particularly highlighted in materials development during educational changes (Li et al, 2021). To address their newly assigned teaching needs to accommodate the reform requirements, language teachers may take such agentic actions as adapting, supplementing, and designing language teaching materials that are contextualized and localized (Li et al, 2021). However, despite the increasing expectation of language teachers as materials developers, they have largely been positioned as passive materials users and rarely as materials analysts or developers (de Laurentiis Brandão, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Emotional tensions as rewards: An emerging teacher leader's identity construction in EFL textbook development

Gao

Cui

2022

TESOL Journal

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Textbook development plays an important role in teacher development and educational reforms. Although research has examined how textbook creation may afford teacher identity (re)formation, attention has rarely been given to how this process informs leadership identity construction, especially in times of educational change when leaders often serve dual roles: the role of seeking new teacher identity construction and the role of leader to guarantee the success of textbook development and thus the reform. The construction of both roles may involve great efforts to manage challenges and tensions encountered during the textbook creation process. Grounded in the Douglas Fir Group's (2016) framework of multilayered complexity of language development and situated in a Chinese higher education context, this 3‐year longitudinal case study examined how Gee, a newcomer in English for Academic Purposes (EAP) teaching who also led the reform team, formed her identities as both an EAP teacher and a reform leader through her active tension engagement with an EAP textbook development process. Through Gee's narrations, we found that her emotional tensions were negotiated as a rewarding agentive resource for textbook development, from which she also learned to build her interactively co‐reinforcing EAP teacher and reform leader identities.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Emotional tensions as rewards: An emerging teacher leader's identity construction in EFL textbook development

Gao

Cui

2022

TESOL Journal

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“…So far most of the checklists designed for language materials evaluation have focused on textbooks (e.g., Bouzid, 2017; Işik, 2018; Li et al, 2021; Sukmana & Fitrawati, 2021). They contain various evaluation dimensions presented as questions.…”

Section: Concepts That Informed the Checklist Designmentioning

confidence: 99%

“…While the literature review also underscored how researchers have explored learning materials developed by teachers, most of the studies focused on in‐service teachers (e.g., Choi & Lo, 2022; Howard & Major, 2004; Li et al, 2021; Yuniarti, 2019) and paid little attention to how preservice teachers developed materials (e.g., Carabantes & Paran, 2022; de Laurentiis Brandão, 2018; Sert & Li, 2017; Usta & Güntepe, 2017) or how teacher educators evaluated these materials. Still, the literature review did reveal that teachers often approached materials design by applying language materials development principles (e.g., Núñez et al, 2009; Ota et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Using a design‐based approach to develop a checklist for evaluating preservice teacher learning materials

Shieh

Reynolds

2023

TESOL Journal

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Teacher educators drive preservice teachers' learning about teaching particularly through feedback. The learning materials produced by preservice teachers also play a crucial role in English language teacher training but may not be receiving the necessary attention in teacher education programs. Preservice teachers lack formal teaching experiences, which may result in their overemphasizing material delivery while underemphasizing material suitability. Providing teacher educators with criteria for evaluating learning materials developed by preservice teachers could aid in their providing quality formative feedback. Therefore, this study was designed to construct a research‐based contextualized evaluation checklist for learning materials. Adopting a systematic yet flexible design‐based method allowed for the integration of design and intervention to develop a solution for this targeted educational problem. The researchers adopted a three‐phase process for this study: analysis and exploration of a teacher educator's needs and extant literature on learning materials; design and construction; and evaluation and reflection. Learning materials designed by a preservice teacher were used to pilot the checklist. The results showed a need for refinement to form the final evaluation checklist. The checklist can be used by teacher educators for preservice teacher evaluation purposes or by preservice teachers as a quality check.

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“…As “textbooks play a pivotal role in the success of language education” (Weninger & Kiss, 2013, p. 695), they are instrumental for English language teachers to engage with cultural representations in language teaching practices. Richards (1998) suggested that ELT textbooks function as a base upon which teachers, with their knowledge and skills, can evaluate and modify materials, if required, Derakhshan (2021); Hu et al (2021); Li et al (2021). Baker (2011) and Nault (2006) argued that the teaching of culture, through ELT textbooks, should be integral to four critical functions (listening, speaking, reading, and writing) of ELT.…”

Section: Introductionmentioning

confidence: 99%

Cultural Representations in Indian English Language Teaching Textbooks

Bose

Gao

2022

Sage Open

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Culture plays an integral role in English language teaching (ELT) and is the reading components of ELT textbooks. This study explores the issue of cultural representation in ELT textbooks in India, which has received little attention in ELT research world-wide. By incorporating 10 ELT textbooks from four states, one national board from India, and a sequential mixed-method design, this research is aimed at investigating the cultural representation of the textbook content, characteristics of people in terms of race, gender and nationality, and the depth of the cultural content. While the results have revealed a general domination of cultural representations originating from Britain, including a major proportion of British, Irish, and generally White characters, a significant amount of gender bias, and overall minimal in-depth cultural engagement, there exists wide regional variations. Language teachers may adapt cultural representations that are relevant with other pedagogical resources to engage English language learners in critical pursuits.

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Language Teachers as Materials Developers

Cited by 11 publications

References 28 publications

Emotional tensions as rewards: An emerging teacher leader's identity construction in EFL textbook development

Emotional tensions as rewards: An emerging teacher leader's identity construction in EFL textbook development

Using a design‐based approach to develop a checklist for evaluating preservice teacher learning materials

Cultural Representations in Indian English Language Teaching Textbooks

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