Decolonising the languages curriculum is a radical requirement to critically reexamine the way in which the languages curriculum has been formed in any context. It requires the examination of the power dynamics which have led to the dominance of certain languages over others and which languages are and are not accorded resources in schools,…

In February 2020, the Ministry of Education asked the New Zealand Council for Educational Research (NZCER) to examine the curriculum-levelling construct that sits at the heart of The New Zealand Curriculum (Ministry of Education, 2007). A key goal of the research was to investigate, whether-- and if so, how--the construct helps (or hinders)…

In the early 1990s, the government of Papua New Guinea (PNG) enacted educational reform. It officially abandoned its English-only policy at elementary school level, in favour of community languages. In response, the Kairak community of East New Britain Province developed a vernacular literacy programme. This paper, based on original fieldwork…

In this critically reflective article, we share our perceptions of the epistemologies that shape our own understanding of successful ESL education and that of a school district that asked us to help redevelop its ESL program. Our differing epistemologies, ours critical and aimed toward social justice, theirs built on what we describe as neoliberal…

In this article I investigate the process of an in-service programme for English-as-a-foreign-language (EFL) teachers in Argentina started in 2007. Teachers began to feel uneasy about the EFL curriculum for secondary education at the time, feeling that something should be done to develop a participatory curriculum to be implemented in the future.…

Discontinuities are often found between top-down language education policies and local language policy enactments, as de facto language policymaking results from stakeholders' negotiation and interpretation of policy mandates. Teachers occupy a particular role in the execution of language education policies, as they are the "final…

The way many secondary schools are structured limits the ability of immigrant English Learners to achieve academically and develop social networks, often resulting in hyper-segregated learning experiences. This book explores the journey of a group of teachers in a secondary school as they work to change the ESL program for immigrants in their…

The Science and Mathematics Alliance for Recruiting and Retaining Teachers (SMARRT) is a collaborative partnership pursuing aggressive strategies to recruit high quality minority teachers to teach in high-need schools in urban school districts. This partnership is dedicated to recruiting, preparing, and retaining high quality teachers with strong…

In the small Alaskan village of Manokotak, the community participated in the school's shift from an "English submersion" program to Yup'ik immersion plus ESL. Discusses community involvement and participative planning, first-year goals, scheduling of instructional time in each language, staff development, materials development, cultural…

Although language specialists do not always agree about the best age at which to introduce English language instruction, policy changes are increasingly mandating earlier introduction of English in foreign language (EFL) settings worldwide. In this volume, language educators and program implementers from various countries describe programs and…

Over the past decade there has been increased pressure in the public discourse for accountability in educational outcomes. There has been a growing sense that ESL students are not being well served by the delivery of supports meant to facilitate their development of English language acquisition and enable them to participate with their classmates…

In 1990-91, the Rockville Campus (RC) of Montgomery College (MC) in Maryland, revised its English-as-a-Second-Language (ESL) program to make it more responsive to student needs and begin offering ESL courses for institutional credit in fall 1991. Faculty at MC's Takoma Park Campus (TPC), however, objected to RC's proposed changes, particularly to…

The overarching aim of this research in the proposal was the following: In a number of early childhood centres and early years school classrooms that have already begun to explore in this area, to investigate effective pedagogy designed to develop five learning competencies over time. This project was developed in response to curriculum reform in…

IMPACT II was created in 1979 to reward and recognize creative New York City public school teachers. Through its teacher-to-teacher network, successful projects are replicated. This catalog is a collection of profiles describing 52 exemplary projects. The profiles are organized by subject area and then divided by grade level into the following…

Several features of Beeby's model (1966) of the development of educational systems in developing countries served as the theoretical basis for the Malaysian Teacher Education Project (MTEP). These features include: the qualitative aspects of teaching, a focus on qualitative change, an emphasis on the realistic rate of such change in practice, and…