LÓPEZ VALERO, Amando ; ENCABO FERNÁNDEZ, Eduardo. Fundamentos didácticos de la lengua y la literatura, 2013.

Opinions of Literature Teachers Related to Academic Training, In-Service Training and Organizational Socialization Process.

Long recognized as a preeminent pedagogical forerunner of literature, Louise M. Rosenblatt (1904-2005) devoted herself to effecting the critical educational reform for more than seven decades. The fact that she is often cited demonstrates the influence she has wielded in this field. This paper briefly introduces Rosenblatt's theoretical generative background and the transactional theory of the literary work and then argues for the suitability of applying her theories to the language and literature classrooms. After Literature as Exploration (1938), which intended to offer democratic potentialities of the teaching of literature, was published, Rosenblatt had continuously recommended some theoretical guidelines and applied them in language and literature classrooms. Henceforth teachers in the language teaching have gradually come to understand this more democratic and humanistic way of literature instruction. The tenets of Rosenblatt’s transactional theory can be summarized as follows: (1) reading as a transactional process, (2) stance as an efferent/aesthetic continuum, (3) understanding as a shared accomplishment, (4) writing as an authorial reading, (5) text as a transactional vehicle, (6) teacher as a facilitative partner, and (7) validity as an in-text response. Abided by Rosenblatt’s transactional theory, a liberating, trusting, and risk-taking active reading experience can be created by the classroom teacher, and students can be awakened to the importance of their unique personal exploration and expand their reading as well as writing horizons. The friendly, cooperative and supportive processes contribute to making life-long readers enjoy reading literary works. As a ”shaper of pedagogical philosophy” (Allen's term), Rosenblatt's influence on teachers in terms of their ways of dealing with literature was much greater than her contemporary critics.

German literature teaching has traditionally worked with a method that is historically based on hermeneutics as a theory of comprehensive understanding and practice of interpretation. Although the hermeneutic methods of Germanic studies developed into critical didactics after the historical hiatus by the National Socialism, and then has been critically evaluated by theorists such as Jurgen Habermas, traditional hermeneutics still stands against the backdrop of many parts of Germanic studies in research as well as in teaching, including also in the foreign language literature classes in Taiwan. However, language is a communication system that is never quite unequivocal in its linguistic terms. This was already pre-thought by Friedrich Nietzsche, and since the 1970s, it was emphasized in the thoughts of French philosophy, particularly the thoughts of deconstruction by Jacques Derrida. The difficult theoretical and ethical implications of deconstruction require a demanding reading of Derrida’s writings, so that this certainly would overwhelm learners of foreign European languages.Therefore, my considerations focus on the question of whether and how far the thinking of deconstruction can be made fertile in the field as a particular literary theory approach in Taiwan. What could a potential approach of literary didactics that is influenced by the thinking of deconstruction look like? What kind of advantages and problems are evoked for learners and teachers in Taiwan? And how can this approach to literature teaching be interlinked with language teaching? Based on an analysis and criticism of a literature teaching approach for German native speakers, I will consider a first deconstructivistic approach to literature teaching in the field of teaching German as a foreign language in Taiwan. Keywords: Teaching Foreign Language and Literature in Taiwan, Deconstructionist Thinking, Hermeneutical Thinking, German Didactics http://interface.ntu.edu.tw/

SUMMARY The purpose of this study was to investigate the transformation of the concept of literature during the Japanese colonial period (1895~1945) in Taiwan. We approached this topic focusing on the transformation of this concept with the intention to broaden our discussion from the works of specific authors to the fundamental question of “what is the meaning of literature during the time?” Our subjects of observation included the process of formation of public opinion and education, and how such process regulated and revolutionized the concept of literature. The historical and political context during this transformative period was also analyzed. We seek to describe and identify the unique historic and cultural traits underlying the modernization of the literature in Taiwan by contrasting with the established perspectives of Western European language arts. Additionally, we emphasized on how the ruling class tried to blend political agenda into the creation of literature and sense of aesthetics; to the people, this is at the same time liberating but also an effective tool to strengthen their rule of the land. INTRODUCTION In English, Chinese, and Japanese languages, one can observed the inseparable bonds among the formation of modern literature, liberation of the people, the drive for national independence, and the reform of the modern societal orders. Taiwan in the late 19th century, as the island became a Japanese colony, could not help but going through a similar process. Derived from the unique circumstances of the time, Taiwan faced problems and at the same time exhibited remarkable energy. During the early days of the Colonial Period, the media have already developed the consensus of literature based on the Western European language arts. The educated class of the Chinese Taiwanese started to expand and transform from the traditional understanding of “knowledge” and “literary texts” into a blended and encompassing concept. However, due to the colonial rules, the people-centric and a justice-based world views could not take root for the concern of shaking the existing order. It was only until around 1920 that the new visions of Taiwanese politics amalgamated to form a cultural movement that challenged the Japanese ruling order. This movement also ignited the debate of the new vs. the traditional literature. In addition to the general public’s revolt to the upper classes, the emergence of the cultural movement was also related to Japan’s change of colonial policies. Examining the colonial rule in the 1910s, incorporating arts and literary into structured education was a subtle attempt to development a “virtue system”. From imposing moral righteousness and etiquette to assimilating freedom of expression into education, the Taiwanese children gradually began to accept the form of literary education which embedded the messages of becoming loyal, patriotic, and self-regulated people of the civilized empire. This form of education was similar to the one used in mainland Japan. With high regards, children were expected to become autonomous individuals who cooperate with the colonial government. Investigating the common school curriculum, we can see that the official literature taught in school was very comprehensive covering all topics of interests in the society. At the same time, it also encouraged a dissociating attitude that promoted objective observation and subdued engagement. This form of education aimed to develop individuals who can be “harmless” to the government through the appreciation of art and beauty. The goal was to indoctrinate the students a sense of self-imposed regulation, and to become the unyielding defenders of the existing ruling system. In the environment that stressed “individual autonomy” and “freedom of expression”, the teaching of the literature became a tool to deepen the colonial rule, however, it also carried the energy of liberation. From the formation of the literary circles among the Japanese in Taiwan, we can observe that the literati began to question the paradox within this form of modernization. As the studies of liberalism and democracy emerged, some intellectuals began to mend the widening gap between literary art and the society. During the leftwing activism of the latter half of 1920s, we observed criticisms to the existing aesthetic standards and hierarchy of literature. The progressive ideologies toward politics and literature were soon suppressed in mid 1930s. However, the Taiwanese people who were still burdened with the issues of basic civil rights could not as easily return to the pure forms of literary art. In the Han society of Taiwan, the “new literature” was rooted in challenging the colonial governing system and expressing the interests of the authors (individual autonomy) and the readers (freedom of expression). But it is also undeniable that the Taiwanese appreciation and experience of the modern literature arose from the language, education, and the related infrastructures. Therefore, the ingrained sense of aesthetics and the ideals of the ruling class have ironically always been a part of the cultural movement toward liberation of the colony. Such contrast was clearly presented in the rhetoric regarding literature and the literary concept during the 1930s in Taiwan. Such debate regarding the concepts of literature ceased during the War. In addition to the suppression of free speech, the government promoted political aestheticization in order to garner civilian support for the war effort. Literature became a tool for motivating the people and was an integral part of the political propaganda. However, contrary to the scheme of the Japanese government, some Taiwanese writers would derail to resume discussing the general principles of literature. The criticism and condemnation befell these acts demonstrated the tension between the colonial policy and the freedom of literary discussion. It also revealed the bottom line of freedom of expression during wartimes. From this perspective, the War tested the boundaries of the literature’s self-regulating property on multiple fronts; specifically the strong contrast between the Taiwanese resistance movement and the Japanese Nationalism. This view is important when discussing the concept and independence of literature during that period of time. CONCLUSION The current study identified the historical transformation of the concept of Taiwanese literature. We re-examined the use of the terms “literature” and “literariness”, and the orthodox and unconventional societal values contained within these concepts. We also questioned and reconsidered a number of the existing models of literary history. For example, the general (writing) and the specific (language arts) concepts of literature were not antagonistic to each other as if in a simple “old vs. new” context. Both concepts played to the tunes of progressivism and conservatism at different times to express the changes of the worldview. And they both have contributed to the struggle against institutional oppression (e.g. movements for freedom of speech and expression). By reconsidering the modern transformation of literature, we realized that the emergence of “language arts” should not be viewed as the totality of this process or simply a symbol of liberation and progression. Additionally, we may need to think beyond the confines of traditionally opposing constructs such as “form vs. content”, “skills vs. thoughts”, “literariness vs. pragmatism”, and “literariness vs. politics”, and to reconsider the purpose of each cultural movement. We particularly should examine how the conceptual transformations of literature helped resisting the oppression from the ruling class and shaping the new societal values.

The author applies literary criticism in analyzing the language teaching standpoint in the story of A-cheng Zhong's novel ”The King of Children”, and shows the paradox and dialectic in the teaching scenarios in the story, which result from the materialistic viewpoint presented in the hero's stress on the functional language, and the humanity thought that emphasizes on human moral values. Although the plot reveals the tendency of materialistic view on language learning, the literariness is characterized by the social criticism, the art of structure, and the dialectics of thought, which arise in the text’s discourse. Therefore, this novel provides an opportunity for language teachers to introspect education essence from the text's discourse, and furthermore, to differentiate between the ”language teaching” and ”literature teaching” in the present curriculum.

Debates over the relationship between professional practice, professional standards and professional identity have been a feature of Australian and international educational and political discourse for the last two decades (Ball, 1997; Bodman, Taylor & Morris, 2012; Doecke, Howie & Sawyer, 2006; Power, 1994; Sachs 2001). The discourse is replete with neo-liberal claims about educational reform that supposedly benefits everyone. It invariably includes appealing rhetoric about greater transparency, democratic participation, individual choice, and the freedom for individuals within the system to express themselves openly. Much research has shown that these claims are belied by the increasingly dominant regimes of performativity (Ball, 2003) and audit cultures (Avis, 2003; Power, 1994) that seek to standardise and narrow educators' professional practice. In their quest for professional recognition, teachers and teaching communities are obliged to engage with the twin banner of standardisation and accountability as a measure of whether young Australians are meeting important educational outcomes. Yet, the literature shows that teachers in Australia have engaged with their working practices in different ways (see Gannon, 2012; Parr, 2010). This inquiry investigates how a small number of (mostly) experienced educators in Australia have engaged with this rhetoric and this neo-liberal policy making. It explores and reflects on the actions and professional choices they have made in their day to day professional lives, and the attitudes and emotions that have underpinned these actions. Adopting institutional ethnography (Smith, 2005, 2006) as an important dimension to this research, I map out how educators, individuals and groups act and are acted upon across time and space, drawing attention to the complex negotiations they undertake in their particular educational sites. The study involves interviews with twelve secondary school teachers (most of them with more than 20 years' experience, but some beginner teachers, too) and school leaders in Melbourne and overseas. A multifaceted narrative, this thesis is also informed by references to literature in the fields of philosophy, autobiography (Florio-Ruane, 200 I), poetry, and literary fiction as well as the expected literature in educational theory. One element that draws this perhaps disparate range of literature together is my interest, as both a literature teacher and a researcher, in language. Language, with its creative and educational possibilities, and also its power to control and contain, is centre-stage in this study. Through close attention to the language I use, I make explicit the impact on the research of my own professional and personal background (Mackenzie & Knipe, 2006) and this same close attention to language enables me to explore how my activities, feelings and experiences hooked me into extended social (Smith, 2004, p. 5) in my in the classroom and in conducting this research. I explore these institutional relations and practices reflexively through journal entries and autobiographically as part of the memory work of this study (Haug et aI., 1987). 3 A key focus of this study is to explore the extent to which emotion is an important dimension of the intellectual, critical and relational practices of teachers. This exploration is underpinned by socio-cultural (e.g., Ball, 2003) and dialogic (e.g., Bakhtin, 1981) theory. I challenge traditional psychologistic studies that see emotion located in the individual, a 'natural' phenomenon that one must learn to 'control' (e.g., Boler, 1999; Rose, 1998). This study critically and reflexively teases out some ofthe consequences of practitioners engaging in their work, rather, with a degree of emotionality (Denzin, 1984). Expression of feelings may often be considered 'inappropriate' in neo-liberallandscapes and political agendas that are pre-occupied with standardised learning outcomes and professional performance (see Zembylas, 2003). When teachers repress their feeling, they learn - sometimes at great emotional cost - how to self-regulate emotions and know which ones may be expressed and which may not. While this study shows some examples of this, it also shows the potential for the relational and emotional dimensions of teaching to re-form subjectivities and 're-embody' professional practice. The research accentuates the diverse local, contextual and social factors that shape teachers' everyday in ways that challenge neo-liberal politics of standardisation, regulation and technicism. It illustrates how in any open and democratic society the social world can be a site of debate (Smith, 2004, p. 27), opening up for engagement with all members of a professional community the mUltiple views and intellectual positions that exist in that community. As the narratives from the participants in this study reveal, in educational settings which understand and appreciate the complex interplay of intellectual, emotional and relational dimensions of teachers' work, teachers are best able to commit to a vision of participating, caring and learning. They can forge trusting professional relationships and collaboratively together to create rich and robust professional practice and professional learning that ultimately benefit their students and the futures they hope to build.

This study investigates the development of teacher identity in a transnational context through an analysis of the voices of sixteen preservice teachers from Hong Kong who engage in interaction with primary students in an Australian classroom. The context for this research is the school-based experience undertaken by these preservice English as a second language teachers as part of their short language immersion (SLIM) program in Brisbane, Australia. Such SLIM programs are a genre of study abroad programs which have been gaining in popularity within teacher education in Australia, attended by preservice and inservice teachers from China, Hong Kong, Korea, and other Asian countries. This research is conducted at a time when the imperative to globalise higher education provision is a strategic factor in the educational policies of both Australia and Hong Kong. In Australia, international educational services now constitute the country’s third largest export with more than 400,000 students coming to Australia to study annually. In order to maintain Australia’s current global position as the third most popular Englishspeaking study destination, the government is now focusing on sustainability and the quality of the study experience being offered to international students (Bradley Review, 2008). In Hong Kong, the government sponsors both preservice and inservice English as a second language (ESL) teachers to undertake SLIM programs in Australia and other English-speaking countries, as part of their policy of promoting high levels of English proficiency in Hong Kong classrooms. Transnational teacher education is an important issue to which this study contributes insights into the affordances and constraints of a school-based experience in the transnational context. Second language teacher education has been defined as interventions designed to develop participants’ professional knowledge. In this study, it is argued that participation in a different community of practice helps to foreground tacit theories of second language pedagogy, making them visible and open to review. Questions of pedagogy are also seen as questions of teacher identity, constituting the way that one is in the classroom. I take up a sociocultural and poststructural framework, drawing on the work of James Gee and Mikhail Bakhtin, to theorise the construction of teacher identity as emerging through dialogic relations and socially situated discursive practices. From this perspective, this study investigates whether these teachers engage with different ways of representing themselves through appropriating, adapting or rejecting Discourses prevailing in the Australian classroom. Research suggests that reflecting on dilemmas encountered as lived experiences can extend professional understandings. In this study, the participants engage in a process of dialogic reflection on their intercultural classroom interactions, examining with their peers and their lecturer/researcher selected moments of dissonance that they have faced in the unfamiliar context of an Australian primary classroom. It is argued that the recursive and multivoiced nature of this process of reflection on practice allows participants opportunities to negotiate new understandings of second language teacher identity. Dialogic learning, based on the theories of Bakhtin and Vygotsky, provides the theoretic framing not only for the process of reflection instantiated in this study, but also features in the analysis of the participants’ second language classroom practices. The research design uses a combined discourse analytic and ethnographic approach as a logic-of-inquiry to explore the dialogic relationships which these second language teachers negotiate with their students and their peers in the transnational context. In this way, through discourse analysis of their classroom talk and reflective dialogues, assisted by the analytic tools of speech genres and discourse formats, I explore the participants’ ways of doing and being second language teachers. Thus, this analysis traces the process of ideological becoming of these beginner teachers as shifts in their understandings of teacher and student identities. This study also demonstrates the potential for a nontraditional stimulated recall interview to provide dialogic scaffolding for beginner teachers to reflect productively on their practice.

This study examined teachers and learners’ beliefs about teaching English grammar at Tripoli University. It explored the role of grammar in this context and the optimal method or approach of teaching grammar in such a context. The present investigation aimed at identifying the causes behind the learners’ difficulties in using their knowledge of grammar to communicate effectively and the challenges, which confront the lecturers when dealing with grammar instruction. Grammar teaching has been and continues to be a source of controversy, and heated debate, which has led many second language researchers to rethink the status of grammar in language learning and teaching. Grammar has often generated conflicting views. Thornbury (2009) argues that no other issue has preoccupied theorists and practitioners as much as the grammar debate which has brought about a split of views, specifically into those who claim that grammar should not be taught at all, and others who believe that grammar should be given a central role in English language teaching . In order to achieve reliable and valid results, this research employed a mixed methods approach, since relying on one single research approach and strategy could reduce the effectiveness of this study. The underpinning philosophy identifying this study is positivism because of the large amount of quantitative data. The justification for combining a quantitative and qualitative research approach is related to the purpose of the study, the nature of the problem and research questions. Accordingly, quantitative data were collected through a questionnaire involving students at the English language department at Tripoli University. This was supported by qualitative data collected by using semi- structured interviews for lecturers teaching grammar at the English department. The findings of this study showed that students and lecturers at Tripoli University valued the role of grammar instruction and that it should be recognised in all the different skills. The findings also revealed that the participants were unhappy with the way grammar is taught in lectures. They also suggested that further research be conducted in all the different teaching skills. This study is pertinent because it has academic value. It has added to the literature on the importance of English grammar and contribute to the ongoing debate of whether grammar should be taught or acquired. In addition, it will benefit the students and lecturers in developing communicative competence by enhancing grammar teaching. It will raise awareness about the challenges of teaching English grammar in Libya and benefit future researchers interested in the teaching of grammar.

The present paper offers a modest contribution to the existing and ongoing attempt to find a place for narrative research in language education. The purpose is mainly to explore and highlight insights gleaned from narrative research with regard to narrative data and analysis. Due to the diverse and unique nature of second language learning and teaching, I would argue that gathering narrative data from second language learners are paramount and in line with the existing attempt to view second language teaching and learning in its own right and not as imitation of first language learning. To develop my argument, I will first discuss the position of narrative research in second language education highlighting the contribution and insights that narrative research brings to second language teaching and learning. I will proceed to define narrative research and explains the various tools to elicit narrative data as well as issues that narrative researcher needs to consider when collecting narrative data. The paper ends by looking at issues and strategies in analyzing narrative data. In all of the discussion, relevant research is cited to illustrate the point being discussed. The paper will end by highlighting that the discussion about narrative data and analysis are not aimed to replace other tools of data elicitation and analysis. Rather, it aims to invite teachers and researchers to see narratives as a viable option in research as the methodology continues to move forward.

It is the purpose of this paper to review the research literature on Russian language learning and teaching published in Germany between 2008 and 2018. These studies include research in multilingualism, teacher education, subjective theories and aspects of heritage language education. The review shows that research in Russian language teaching rests on the shoulders of only a few researchers. As a natural consequence, many interesting research topics in the field such as intercultural learning, teaching of literature and content and language integrated learning, remain unexplored. In addition to sketching avenues for future research, the paper recommends closer cooperation with researchers working on different target languages and from neighbouring fields of research.

Our last volume of this year 2013 offers an interesting array of topics and approaches to language and literature teaching and learning. Our guest author, Dr. Selim Ben Said of the National Institute of Education of Singapore explores the mediation of identity during the process of becoming a language teacher. ...

English Changing, the theme and title of the 2009 ESEA conference held in Manila, raises specific challenges for language teacher education: To what extent do we prepare teachers to be passive recipients of the social, cultural, and economic changes that align with the global spread of English? Alternatively, how might we encourage teachers to become active participants—“agents of change”—through their mediation and implementation of language curricula and pedagogy? The author addresses such questions by first reflecting on his own personal and professional development in EFL and EAP teaching contexts. These experiences are then related to the growing research literature in language teacher identity and several theoretical issues related to this area of interest. The following sections of the article look at the complexities of transferring theory to practice in the specific context of a pre-service, language teacher education course, one of whose primary goals is to foster awareness of language as a social practice linked to unequal relations of power, and one in which language teachers are encouraged to imagine and act otherwise through their teaching and interpersonal relationships with students and colleagues. In the final sections, these course aspirations are explored through a group assignment called a “social issues project,” in which students conceptualize and design a blueprint for transformative action in various forms such as an advocacy letter, workshop, curricular materials, etc. Reflection on the strengths and weaknesses of several selected projects, and how they relate with ESEA issues, conclude the article.

The social fragmentation processes due to the recent tidal migration flows, together with the diffusion of technologies and social networks, have created new sociolinguistic environments where languages are undergoing a transformative process. As a result of increasing global mobility, the sociolinguistic reality of English, and its different realisations have become much more complex and controversial than those of other languages in the world. Issues of identity, standards, proficiency levels, intercultural communication and language relevance for English language learners and teachers, demand for a paradigmatic orientation and a reconsideration of the English curriculum, teacher education, research and classroom practice. Language teacher education is a field where, according to local contexts and to pedagogical traditions, different theoretical frameworks are being used, specific approaches adopted, course components differently combined, and teachers' and trainers' espoused theories and beliefs about English are often challenged. The purpose of this presentation is to describe and discuss a World English (WE) and English as a Lingua Franca (ELF)-aware approach embedded in English language teacher education courses in Italy. The adoption of such an approach elicited teachers' awareness of changes occurring in the current status of English and induced a reflective perspective on the implications of teaching it within a moveable scenario where English teaching traditions are often challenged. The relevance of this approach will be discussed and teachers' voices from three teacher education courses will be reported as representative of emerging dilemmas and a shift in perspective.

This thesis is a study of the manifestation and characteristics of teacher agency in response to educational policy change in a Southeast Asian setting. It is a qualitative case study based on fieldwork with tertiary-level language teachers in Vietnam. The teachers who participated in the study were required to transition from teaching French, Russian and Chinese to English due to changes that occurred in foreign language education. The study is located in the scholarly field of teacher agency, working from the perspective that teachers are the key agents in the enactment of educational policy change. The central argument of this study is that in response to educational policy enactment, teacher agency is deeply influenced by the political, social and cultural contexts in which educational changes take place. The thesis focuses on the dramatic changes brought about in tertiary-sector language teaching in Vietnam as a consequence of educational reforms and the emerging role of English as the most important foreign language. The participants in my study were 20 Vietnamese teachers of modern foreign languages, referred to in this thesis as ‘transitioned teachers’, at one of the leading universities in Vietnam. These transitioned teachers were given little option but to rapidly switch from teaching other foreign languages to English and were required to meet a proficiency benchmark introduced under the stipulations of the National Foreign Language 2020 Project. These changes had enormous implications for the transitioned teachers in their professional and personal lives. My study explores their responses to policy change and reveals the features of their agency. The notions of Figured Worlds (Holland, Lachicotte, Skinner, & Cain, 1998) and the subject-centred sociocultural approach (Etelapelto, Vahasantanen, Hokka, & Paloniemi, 2013) served as twin interpretive lenses for this study, which sought to understand the ways in which the transitioned teachers exercised agency in a hierarchical, top-down management system. A Figured World is a realm of interpretation that is socially and culturally constructed, and in which “particular characters and actors are recognised, significance is assigned to certain acts, and particular outcomes are valued over others” (Holland, Lachicotte, Skinner, & Cain, 1998, p. 52). Working with its concepts of space and improvisations, my study explored the transitioned teachers’ agency as they moved from their previous world of their first foreign language teaching to a new world of English teaching. A modified subject-centred sociocultural approach provided another useful lens to examine how sociocultural factors and the transitioned teachers’ identities shaped their responses in the enactment of educational change. Data were collected from a variety of sources: a preliminary survey, two documents, multiple-stage interviews with both transitioned teachers and faculty and university leaders, and observations of online communication, faculty meetings, and distance-teaching sessions. Qualitative thematic content analysis was used to analyse the data, which were collected in Vietnamese and translated to English. Cultural Discourse Studies (Shi-xu, 2012) was also employed to provide insights into the cultural layers of meaning and sociocultural values in the participants’ interview data. The findings show that the agency of the transitioned teachers and the ways they improvised their pathways through the transition were complex, dynamic, and culturally nuanced, circumventing rather than challenging or resisting policy over which they had little control. In a highly centralised political system, manoeuvrability and critical evaluations become important elements of agency. These features have hitherto received scant attention in the literature on teacher agency. While these findings confirm the complexities of teacher agency, they also present fresh insights into the influences of sociocultural factors and teacher identities on the exercise of agency in times of educational change. In addition to the transitioned teachers’ work history and experience, motivation and interest, goals and ideals, professional knowledge and competence, professional commitment, and professional ego, the findings show that solidarity and collectivity can be powerful elements of agency. On the personal front, cultural perceptions of family roles and responsibilities were also found to play an important role in the exercise of agency. Overall, in examining the transitioned teachers’ responses to change and the ways in which they enacted the new policy, my study contributes rich cultural perspectives on teacher agency and its manifestations. It also provides suggestions for stakeholders involved in change enactment processes, such as keeping the lines of communication open between policymakers and enactors in order to better deal with tensions and miscommunications that may arise. The findings and recommendations in my study offer lessons for those aspiring to contribute to the process of educational policy enactment in other educational contexts undergoing similar changes.

In modern education, English language teaching has been going through various methods and approaches stating the journey with grammar- translation method, direct method, audio- lingual method, content-based, task-based and participatory approaches, and reaching communicative language teaching (CLT). Having appeared since the 80s, CLT still maintains its popularity in English language teaching contexts. It is one of the most popular and dominant approaches used in the world of teaching English. In Kurdistan, CLT has been used and adopted in the 2000s. English courses have been redesigned following the communicative approach principles. EFL student-teachers are supposed to implement CLT while they practice teaching during the assigned period of time. They took a course named methodology in which the focus is on CLT. In addition, fourth year students had another class called 'View' in which students visit schools to observe teaching English. To the researchers' knowledge, no studies have investigated the extent to which this approach has been applied by student-teachers at the College of Education and Basic Education. The purpose of this study is to observe and describe how the communicative approach is being applied by EFL student-teachers in high school classrooms. Therefore, the problem of the study can tacitly be expressed in the following question: to what extent the CLT approach is implemented among the student teachers in teaching Sunrise. The study is a qualitative study because it describes the student teachers' behaviors while teaching Sunrise. Two tools have been utilized. An observation scheme COLT (Communicative Orientation of Language Teaching) is used to collect the data. Nine students are observed for one lesson in 2020. Besides, a questionnaire is delivered to twenty EFL instructors at the College of Education and Basic Education. In the light of the findings, it becomes apparent that CLT is not implemented by the majority of the student teachers. Finally, Recommendations are suggested to solve this problem.