Exploring teacher agency in using new language materials: an ecological perspective

This study investigated teacher agency in using a set of new materials at a senior high school in Shanghai, China, in response to the recent curriculum reform. Curriculum reforms are often implemented via mandated materials in some countries, and hence, the implementation is ultimately delivered by teachers who use the materials. To this end, teacher agency may play a pivotal role in deciding how the materials are used. Conceptualising teacher agency from the ecological perspective, this qualitative case study sought to explore how an experienced English teacher enacted agency in using a set of new materials within and beyond the classroom. Data were collected through a life history interview, a pre-observation interview, classroom and activity observations, post-observation interviews, and documents such as lesson plans, slides, and field notes. The thematic analysis of the data reveals that the teacher enacted a mixture of approval, compliant agency, and persistent agency within and beyond the classroom related to the materials. Moreover, the results showcase a bi-directional interaction between the teacher and the materials through the lens of agency. The study concludes with implications for language teacher educators and materials writers.