Hayes, AM (2018) Tacit rejection of policy and teacher ambivalence – insights into English language teaching in Bahrain through actors’ perceptions. TESOL Journal, 9 (1). pp. 114-137. ISSN 1949-3533

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This article develops Phillips and Ochs's (2003) framework for policy borrowing, particularly their theorisations about indigenisation of international programmes. It uses the example of communicative language teaching (CLT) in Bahrain, exploring teacher perspectives regarding the effects of CLT on the preexisting arrangements in the national education system and the impact of contextual factors on the potential for CLT implementation. The author conducted qualitative focus groups with English language teachers in 10 schools. The analysis elucidates how teachers were tailoring their own ways through the new reforms to strike a satisfactory balance between the government's aims and the attitudes of the public. It answers the question, "What happens to English language teaching policy when it is transplanted to a different culture?" and concludes that it becomes actively rejected. The conclusion offers a conceptual development of Phillips and Ochs's framework, adding the option of rejection to the indigenisation stage. The article ends with some practical implications.

Item Type: Article
Additional Information: This is the accepted author manuscript of a paper accepted for publication in TESOL Journal and will be available from http://dx.doi.org/10.1002/tesj.310 - please refer to the terms and conditions for Wiley self-archiving.
Uncontrolled Keywords: education, work, Arabian Gulf, perspective
Subjects: L Education > LB Theory and practice of education
Divisions: Faculty of Humanities and Social Sciences > School of Social Science and Public Policy
Depositing User: Symplectic
Date Deposited: 16 Nov 2016 11:29
Last Modified: 21 Mar 2018 15:06
URI: https://eprints.keele.ac.uk/id/eprint/2506

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