Teaching as One Has Been Taught: The Impact of Teacher Socialization on the Implementation of English Curricular Reform
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This case study examines how an English teacher’s instructional practices were influenced by her own socialization and beliefs about L2 learning and teaching within the communicative language teaching (CLT) oriented curriculum in South Korea. In-depth interviews and classroom observations show that CLT was not successfully implemented in her classroom, primarily because her beliefs, resulting from schooling and workplace socialization, were incompatible with the basic principles of the curricular reform. In addition, institutional factors supported her continued use of traditional teaching practices. Ultimately, the instructional routines show that the teacher is socializing her students into her views about L2 learning and use. The findings suggest that for mandated curricular innovations to have an impact on teachers’ instructional practices, curricular reformers, teacher educators, and teachers themselves must expose institutional factors and teachers’ beliefs, and account for teachers’ and students’ normative ways of participating in schooling. In addition, this study underscores the need for teacher education programs and professional development activities that reorient teachers’ beliefs about L2 teaching and resocialize them into new ways of enacting the curriculum.
Abstract
This case study examines how an English teacher’s instructional practices were influenced by her own socialization and beliefs about L2 learning and teaching within the communicative language teaching (CLT) oriented curriculum in South Korea. In-depth interviews and classroom observations show that CLT was not successfully implemented in her classroom, primarily because her beliefs, resulting from schooling and workplace socialization, were incompatible with the basic principles of the curricular reform. In addition, institutional factors supported her continued use of traditional teaching practices. Ultimately, the instructional routines show that the teacher is socializing her students into her views about L2 learning and use. The findings suggest that for mandated curricular innovations to have an impact on teachers’ instructional practices, curricular reformers, teacher educators, and teachers themselves must expose institutional factors and teachers’ beliefs, and account for teachers’ and students’ normative ways of participating in schooling. In addition, this study underscores the need for teacher education programs and professional development activities that reorient teachers’ beliefs about L2 teaching and resocialize them into new ways of enacting the curriculum.
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