Innovation in Language Teaching and Learning

Bibliographic Data

ID23682779
AuthorsMartin Wedell (0000-0003-2825-7601), Laura Grassick
Year2020
Pages1-5
Publication date2020-12-22
Peer ReviewedYes
Open AccessYes
TypeCHAPTER
VenueEncyclopedia of Applied Linguistics (SOURCE_BOOK)
PublisherWiley (PUBLISHER • GB)
DOI10.1002/9781405198431.wbeal0540.pub2
OpenAlexW3166842699
ISBN9781405198431
LanguageEN
References cited21

In recent decades English has become a core curriculum subject within state education systems worldwide. National policy makers in different countries have often based their school English curriculum goals and recommended teaching approaches on ideas about language and language education borrowed from English‐speaking countries. Such goals and approaches represent innovations in the many contexts where they challenge existing educational norms and practices. Those researching innovation within applied linguistics are increasingly aware of the complexity of implementation. Early innovation research in both general and language education tended to focus on the establishment of coherent innovation management systems. Examples of unsuccessful innovation have led to a growing realization that implementers' (not only teachers but also school leaders, educational administrators, and teacher educators) experiences of change strongly influence whether and how implementation occurs. Future research is needed to explore how implementers' experiences and relationships influence implementation capacity, in order to clarify the implementation conditions required to enable context‐appropriate innovation goals and the teaching approaches that they promote to become visible in school classrooms.

Context (archaeology) · Curriculum · Mathematics education · Pedagogy · Political science · Sociology · Subject (documents) · Computer Science · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching

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