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This book explores the pedagogical choices made by Mauritian English teachers when using government endorsed textbooks conceptualised, designed and written by teacher educators who are also textbook writers. In 2016, a major curriculum reform, the Nine-Year Basic Education, led to the pioneering decision to entrust to the Mauritius Institute of Education, the only teacher education institution in Mauritius, the task of conceptualizing, designing, and writing the National Curriculum Framework, the Teaching and Learning syllabi and textbooks. Reporting on the pedagogical choices and practices of English teachers when using the new textbooks, the authors bring in a theoretical dimension to understanding the perceptions and attitudes of teachers using textbooks to teach English in a relatively contained, under-examined, and developing post-colonial context as well as contributing to the literature on minority textbook writers cognition and agency. This book will be of interest to scholars, curriculum designers, textbook writers, teachers, and teacher educators involved in English language teaching, as well as students.
List of contents
1. Setting the Scene.- 2. The Place of the Textbook in a Curricular Reform.- 3. Planning and Implementing the Study.- 4. The Voices of the Drivers of Curricular Reform.- 5. Curricular Reform in a SIDS- Teacher Cognition and Teacher Agency Locking the Brakes to Curricular Reform.- 6. Minority Textbook Writers Cognition and Agency.
About the author
Yesha Devi Mahadeo is a Lecturer in the English Department at the Mauritius Institute of Education (MIE), specialized in Educational Linguistics with a PhD from the University of KwaZulu Natal. Her research interests center around multilingualism and multilingual pedagogies in educational systems. She also has extensive experience in curriculum and textbook development.
Rajendra Korlapu-Bungaree is a Senior Lecturer in the English Department at MIE. His research interests include English language and literature pedagogies, literature didactics, teacher agency, and teacher decision making.
Komal Reshma Gungapersand is a Senior Lecturer in the English department at MIE who specialised in Applied Linguistics and Special Education Needs. She holds a Master’s degree from London Metropolitan University, UK and is pursuing an Education Doctorate with the University of Brighton, UK.
Mangala Jawaheer is a Lecturer of English at MIE with interests in pedagogical approaches in English Language Teaching and Literature Teaching. She is currently pursuing doctoral studies at University College London, UK, focusing on pedagogical content knowledge for literature teaching at secondary level.
Summary
This book explores the pedagogical choices made by Mauritian English teachers when using government endorsed textbooks conceptualised, designed and written by teacher educators who are also textbook writers. In 2016, a major curriculum reform, the Nine-Year Basic Education, led to the pioneering decision to entrust to the Mauritius Institute of Education, the only teacher education institution in Mauritius, the task of conceptualizing, designing, and writing the National Curriculum Framework, the Teaching and Learning syllabi and textbooks. Reporting on the pedagogical choices and practices of English teachers when using the new textbooks, the authors bring in a theoretical dimension to understanding the perceptions and attitudes of teachers using textbooks to teach English in a relatively contained, under-examined, and developing post-colonial context as well as contributing to the literature on minority textbook writers’ cognition and agency. This book will be of interest to scholars, curriculum designers, textbook writers, teachers, and teacher educators involved in English language teaching, as well as students.
