SUPPLEMENTARY READINGS

Here are the supplementary readings to the primary reading assigned to me(Farrell & Tan) for "RECLAIMING THE LOCAL IN LPP: CASE STUDIES." I got them from my dissertation proposal reference list. They are the ones that may provide further background/context and extend the arguments given in the assigned reading.

Borg, S. (2003). Teacher cognition in language teaching: a review of research on what language teachers, think, know, believe, and do. Language Teaching, 36(2), 81-109. Retrieved 29 Aug 2009, from
http://eprints.whiterose.ac.uk/1652/1/borgs1_Language_Teaching_36-2.pdf


Chew, P.G.L. (2007). The history and the policy of English education in Singapore. In Choi, Y.H. and Spolsky, B. (Eds.), English Education in Asia: History and Policies (pp. 141-165). Asia TEFL. South Korea: eduKLC.

Fukami, R. (2005). Teacher cognition in context: what’s on their mind? Essex Graduate Student Papers in Language and Linguistics, 7. Retrieved 29 Aug 2009, from
http://74.125.153.132/search?q=cache%3AL8cyP4lodFkJ%3Awww.essex.ac.uk%2Flinguistics%2Fpgr%2Fegspll%2Fvolume7%2FPDFs%2FFukami.pdf+studies+on+teacher+cognition&hl=tl&gl=ph.

Gutierrez, M. (2004). Studying teacher cognition: the interplay of teacher beliefs and instructional practice. Kritika Kultura, 4, 53-78. Retrieved 29 Aug 2009, from
http://150.ateneo.edu/kritikakultura/images/kkissue004.pdf

Haque, E. & Cray, E. (2007). Constraining teachers: Adult ESL settlement language training policy and implementation. TESOL Quarterly, 41:3, 634-642.

Harper, C., Platt, E., Naranjo, C. & Boyton, S. (2007) Marching in unison: Florida ESL teachers and No Child Left Behind. TESOL Quarterly, 41:3, 642-651.

Kennedy, C. (1988) Evaluation of the management of change in ELT projects. Applied
Linguistics 9:4, 329-342.

Martin, I. (in press). Periphery ELT: The politics and practice of teaching English in the Philippines. In A. Kirkpatrick, The Routledge handbook of world Englishes. London: Routledge.

Mindo, D. (2008). English language teaching, curriculum innovations and implementation strategies: Philippine experience. In Choi, Y. H. and Spolsky, B. (Eds.) ELT Curriculum Innovation and Implementation in Asia (pp. 161-189). Asia TEFL. Seoul: edKLC.

Nishino, T. & Watanabe, M. (2008). Communication-oriented policies versus classroom realities in Japan. TESOL Quarterly, 42:1, 133-138.

Probyn, M., Murray, S., Botha, L., Botya, P., Brooks, M., Westphal, V. (2002). Minding the gaps – an investigation into language policy and practice in four Eastern Cape districts. Perspectives in Education 20:1, 29-46 Retrieved 29 Aug 2009, from http://eprints.ru.ac.za/1449/01/Minding_the_Gaps.pdf

Richards, J.C., Tung, P., & Ng. P. (1992). The culture of the English language teacher: A Hong Kong example. RELC Journal, 23 (1): 81-103.

Waters, A. & Vilches, M. (2008).Education curriculum factors affecting ELT reforms: The case of the Philippines Basic Education Curriculum. RELC Journal 39:5 Retrieved from http://rel.sagepub.com/cgi/content/abstract/39/1/5; http://www.sagepublications.com

Winer, L. (2007). No ESL in English schools: Language Policy in Quebec and Implications for TESL Teacher Education. TESOL Quarterly, 41:3, 489-507.