Abstract
Literature on English Language Teaching (ELT), particularly in ELT curriculum in Indonesia, suggests a paradigm shift in the role of teachers from being a curriculum implementer to becoming a curriculum developer or curriculum maker. This thesis examines the perspectives of ten English as a Foreign Language (EFL) teachers in Padang, West Sumatra province, Indonesia, on how they negotiate their practices and ELT curriculum guidelines within their sociocultural contexts. Within the dilemmas and tensions, the teacher participants have creatively negotiated with the curriculum mandates.
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