Martin Wedell has recently retired as Head of International Education at the School of Education at the University of Leeds, UK. With more than 30 years’ experience as a teacher and teacher educator, he has worked and lived around the world. His research focuses on better understanding the processes involved in planning and supporting  English language curriculum changes. Laura Grassick is Teaching Fellow in TESOL at the University of Leeds, UK. Having taught in such diverse countries as South Korea, Bangladesh, Poland and the UK, her research interests lie primarily in English language curriculum change.

• Chapter 1. Living with curriculum change: an overview; Martin Wedell and Laura Grassick.- Chapter 2. Involving teachers in the change process: one English teacher’s account of implementing curricular change in Philippine basic education; Maria Luz C. Vilches.- Chapter 3. Making the best of continuous change initiatives: a story of a successful Korean English teacher; Hyoshin Lee.- Chapter 4. Balancing change and tradition: a Chinese teacher’s experience of curriculum reform; Chunmei Yan.- Chapter 5. Meeting the demands of ELT innovation in Vietnam: teachers’ linguistic and pedagogic challenge; Tran Thi Quynh Le.- Chapter 6. Coping with curricular change with limited support: an Indian teacher’s perspective; Amol Padwad and Krishna Dixit.- Chapter 7. An English teacher’s perspective on curriculum change in West Bengal; Kuheli Mukherjee.- Chapter 8. Receiving conflicting messages: English language curriculum change in Kenyan secondary schools; Charles Ochiengo’ Ong’ondo.- Chapter 9.Giving English teachers autonomy and choice: Coping with curriculum change in Poland; Malgorzata Tetiurka.- Chapter 10. Struggling to implement Communicative Language Teaching: a case study from Senegal; Dame Diop.- Chapter 11. Imaginary realities: curriculum change that ignores classroom contexts; Maria Alejandra Soto.- Chapter 12. From initial rigidity to greater flexibility: the changing face of English curriculum change implementation in Cuba; Islaura Tejeda Arencibia.- Chapter 13. Temporal dissonance, contextual confusion and risk: learning from the experiences of teachers living with curriculum change; Laura Grassick and Martin Wedell.

Martin Wedell has recently retired as Head of International Education at the School of Education at the University of Leeds, UK. With more than 30 years’ experience as a teacher and teacher educator, he has worked and lived around the world. His research focuses on better understanding the processes involved in planning and supporting  English language curriculum changes. Laura Grassick is Teaching Fellow in TESOL at the University of Leeds, UK. Having taught in such diverse countries as South Korea, Bangladesh, Poland and the UK, her research interests lie primarily in English language curriculum change.

• Chapter 1. Living with curriculum change: an overview; Martin Wedell and Laura Grassick.- Chapter 2. Involving teachers in the change process: one English teacher’s account of implementing curricular change in Philippine basic education; Maria Luz C. Vilches.- Chapter 3. Making the best of continuous change initiatives: a story of a successful Korean English teacher; Hyoshin Lee.- Chapter 4. Balancing change and tradition: a Chinese teacher’s experience of curriculum reform; Chunmei Yan.- Chapter 5. Meeting the demands of ELT innovation in Vietnam: teachers’ linguistic and pedagogic challenge; Tran Thi Quynh Le.- Chapter 6. Coping with curricular change with limited support: an Indian teacher’s perspective; Amol Padwad and Krishna Dixit.- Chapter 7. An English teacher’s perspective on curriculum change in West Bengal; Kuheli Mukherjee.- Chapter 8. Receiving conflicting messages: English language curriculum change in Kenyan secondary schools; Charles Ochiengo’ Ong’ondo.- Chapter 9.Giving English teachers autonomy and choice: Coping with curriculum change in Poland; Malgorzata Tetiurka.- Chapter 10. Struggling to implement Communicative Language Teaching: a case study from Senegal; Dame Diop.- Chapter 11. Imaginary realities: curriculum change that ignores classroom contexts; Maria Alejandra Soto.- Chapter 12. From initial rigidity to greater flexibility: the changing face of English curriculum change implementation in Cuba; Islaura Tejeda Arencibia.- Chapter 13. Temporal dissonance, contextual confusion and risk: learning from the experiences of teachers living with curriculum change; Laura Grassick and Martin Wedell.

Martin Wedell has recently retired as Head of International Education at the School of Education at the University of Leeds, UK. With more than 30 years’ experience as a teacher and teacher educator, he has worked and lived around the world. His research focuses on better understanding the processes involved in planning and supporting  English language curriculum changes. Laura Grassick is Teaching Fellow in TESOL at the University of Leeds, UK. Having taught in such diverse countries as South Korea, Bangladesh, Poland and the UK, her research interests lie primarily in English language curriculum change.

• Chapter 1. Living with curriculum change: an overview; Martin Wedell and Laura Grassick.- Chapter 2. Involving teachers in the change process: one English teacher’s account of implementing curricular change in Philippine basic education; Maria Luz C. Vilches.- Chapter 3. Making the best of continuous change initiatives: a story of a successful Korean English teacher; Hyoshin Lee.- Chapter 4. Balancing change and tradition: a Chinese teacher’s experience of curriculum reform; Chunmei Yan.- Chapter 5. Meeting the demands of ELT innovation in Vietnam: teachers’ linguistic and pedagogic challenge; Tran Thi Quynh Le.- Chapter 6. Coping with curricular change with limited support: an Indian teacher’s perspective; Amol Padwad and Krishna Dixit.- Chapter 7. An English teacher’s perspective on curriculum change in West Bengal; Kuheli Mukherjee.- Chapter 8. Receiving conflicting messages: English language curriculum change in Kenyan secondary schools; Charles Ochiengo’ Ong’ondo.- Chapter 9.Giving English teachers autonomy and choice: Coping with curriculum change in Poland; Malgorzata Tetiurka.- Chapter 10. Struggling to implement Communicative Language Teaching: a case study from Senegal; Dame Diop.- Chapter 11. Imaginary realities: curriculum change that ignores classroom contexts; Maria Alejandra Soto.- Chapter 12. From initial rigidity to greater flexibility: the changing face of English curriculum change implementation in Cuba; Islaura Tejeda Arencibia.- Chapter 13. Temporal dissonance, contextual confusion and risk: learning from the experiences of teachers living with curriculum change; Laura Grassick and Martin Wedell.