Language Teachers at Work

Linking Materials with Classroom Teaching

  • Zhan Li

Table of contents

  1. Front Matter
    Pages i-xv
  2. Zhan Li
    Pages 1-8
  3. Zhan Li
    Pages 31-53
  4. Zhan Li
    Pages 101-122
  5. Zhan Li
    Pages 123-131
  6. Back Matter
    Pages 133-141

About this book


This book examines a ubiquitous, yet under-researched, area of language education, i.e., language teachers' use of curriculum materials. It particularly focuses on EFL teachers' use of prescribed curriculum materials in higher education in Mainland China and presents a qualitative, multi-case study involving four Chinese EFL teachers and eight students (two students from each teacher’s class) at one university in Mainland China. Drawing on data from pre-lesson and post-lesson interviews with the teachers, lesson observations, and documents in three consecutive semesters at the target university, the book delineates the processes of materials use in classroom settings. It also identifies four domains of factors that influenced the enactment of curriculum materials. 

Most importantly, by adopting Vygotsky’s (1978) mediation theory and Remillard’s (2005) participatory perspective, the book constructs a "curriculum enactment mediation model" to reveal the complex and mediated relations among teachers, learners, curriculum materials, and context. It also recommends practical implications for materials developers, teacher educators, administrators, and policymakers.


Language Teacher Enactment of Curriculum Materials Teacher-Curriculum Relationship Instrument-mediated Relations Teacher Knowledge of Materials Use

Authors and affiliations

  • Zhan Li
    • 1
  1. 1.School of Foreign LanguagesZhongnan University of Economics and LawWuhanChina

Bibliographic information