Abstract
In 2001, the Central Ministry of Education of China (CMOEC) disseminated a new English curriculum (NEC) for primary and secondary schools. The NEC promotes communicative language teaching (CLT) with an expectation to improve students’ communicative proficiency. In the official discourse, the NEC is advertised as a radical change; in the literature, CLT is argued to be contradictory to the Chinese culture of learning (Hu, 2002). Challenges for implementing CLT in East Asian classrooms are also frequently reported (Carless, 2007; Littlewood, 2007). So, what are Chinese teachers’ perceptions of the NEC? What are their experiences of teaching the NEC? Are there changes and challenges in their practices? These issues are examined in this chapter.
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© 2012 Xi Fang
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Fang, X. (2012). Teaching the New English Curriculum: An Ethnographic Study in a Chinese High School. In: Muller, T., Herder, S., Adamson, J., Brown, P.S. (eds) Innovating EFL Teaching in Asia. Palgrave Macmillan, London. https://doi.org/10.1057/9780230347823_2
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DOI: https://doi.org/10.1057/9780230347823_2
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-0-230-30152-8
Online ISBN: 978-0-230-34782-3
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