EFL curriculum reform in the context of globalization

Chapter 1 Setting the Scene
1.1 Introduction
1.2 Research Questions
1.3 Traditional Approaches
1.4 Background to the Research
WTO and Beijing 2008 Olympic Games
1.5 Purpose of the Research
1.6 The Significance of the Research
1.7 The Structure of the Book
Chapter 2 Globalization and China's Development
2.1 Introduction
2.2 Globalization
2.2.1 Economics
2.2.2 Politics
2.2.3 Culture
2.2.4 Education
2.3 Economic-political Development
2.4 Education Development
2.5 The Role of English
2.6 The Development of English Language Education
2.7 Conclusion
Chapter 3 Consideration of Curriculum
3.1 Introduction
3.2 The Notion of Curriculum Used in the Research
3.3 Curriculum Development
3.3.1 Goals
3.3.2 Syllabus
3.3.3 Textbooks
3.3.4 Teaching Methods
3.3.5 Evaluation and Assessment
3.4 Curriculum Implementation
3.5 Framework for Language Pedagogy in EFL Curriculum Reform
3.5.1 Transformational Grammar
3.5.2 Approaches Based on Sociocultural Perspectives
3.5.3 Link to Current EFL Teaching and Learning in China
3.5.4 Task-based Approaches
3.6 Conclusion
Chapter 4 Methodological Frramework
4.1 Introduction
4.2 The Starting Point: Ontological Position
4.3 Epistemological Position
4.4 An Interpretive Paradigm: Qualitative Research Embracing Interpretivism
4.5 Phenomenology
4.5.1 The Selection of Phenomenology
4.5.2 Intentionality
4.5.3 Lived Experience
4.5.4 Lived Space
4.5.5 Lived Time
4.5.6 Lived Other
4.5.7 Lived Body
4.6 Trustworthiness
4.6.1 Triangulation
4.6.2 Bracketing
4.6.3 Reflexivity
4.7 Reconstructionism
4.7.1 Reconstructionism and Education
4.7.2 Reconstructionism and Curriculum
4.7.3 Reconstructionism and Participants
4.8 Conclusion
Chapter 5 Conducting Case Study
5.1 Introduction
5.2 Case Study Method
5.3 Selection of Sites for Research
5.4 Selection of Participants for Research
5.5 Data Collection
5.6 Data Analysis
5.7 Ethics Issues
5.8 Conclusion
Chapter 6 New EFL curriculum Intent and Its Features: The Curriculum Documents
6.1 Introduction
6.2 New EFL Curriculum Intent
6.3 Features of New EFL Curriculum
6.3.1 Resetting the Role of English
6.3.2 An Emphasis on Students' All-round Development in EFL Teaching and Learning
6.3.3 A New Curriculum: Continuity and Flexibility
6.3.4 An Emphasis on Task-based Learning and Improving Curriculum Materials
6.3.5 Establishing an Effective Assessment System
6.3.6 An Emphasis on Teachers' Professional Development
6.4 Conclusion
Chapter 7 Lived Experience: The Questionnaire
7.1 Introduction
7.2 EFL Teachers
7.2.1 Site A
7.2.2 Site B
7.2.3 Across Both Sites
7.3 Lived Time
7.3.1 Past Experience
7.3.2 The Present Experience
7.4 Lived and Felt Space
7.5 Lived Other
7.6 Conclusion
Chapter 8 Lived Space: Lived Experience and the Interviews
8.1 Introduction
8.2 Interviewees
8.2.1 Site A
8.2.1 Site B
8.3 Felt Space
8.3.1 The Global Context
8.3.2 The Chinese Context
8.3.3 The School Context
8.4 Conclusion
Chapter Lived Other: Lived Experience and the Interviews
9.1 Introduction
9.2 Students
9.3 Parents
9.4 Principals
9.5 Governments
9.6 Conclusion
Chapter 10 Lived Time: Lived Experience and the Interviews
10.1 Introduction
10.2 Past Experience
10.2.1 "A Word Class" and "Passive Listeners"
10.2.2 "Spoon-fed Mode"
10.2.3 Divergence and the "Directing Stick"
10.2.4 Teacher Education Programs
10.3 Present Experience
10.3.1 Role Shifts
10.3.2 Changes in Teaching
10.3.3 Modern, Relevant and Realistic
10.3.4 Continuity
10.3.5 Adjusting the "Directing Stick"
10.3.6 Emphasizing Teachers' Professional Development
10.4 Expectations
10.4.1 Hoping for Relevant Textbooks
10.4.2 Seeking Sufficient Sources and Opportunities for Training
10.4.3 Looking Forward to a Thorough Reform on Assessment System
10.5 Conclusion
Chapter 11 Conclusions and Implications
11.1 Introduction
11.2 Fullan's Elements of Successful Change
Bibliography