A Case Study of Teachers' Implementation of Curriculum Innovation in English Language Teaching

Every now and then, a case study of teachers’ implementation of curriculum innovation in English teaching sets a new standard for teaching English for both native and non-native speakers. These studies are usually published in scholarly journals of education and learning or linguistics, and these articles that are both peer-reviewed and statistically valid in their peer-review form the basis of driving the filed of education and learning to greater heights and expanding schools of education to include new technologies, new teaching methods and new ways of creating a learning environment for both native and non-native English language speakers and writers.

On more than one occasion, a case study of teachers’ implementation of curriculum innovation created some controversy in the field due to its raising the bar and challenging existing paradigms of language instruction. This certainly was the case in the whole filed of online learning, when it first made its presence over the past 15-20 years or so. The reason is that it challenged traditional classroom learning and made the case that there is another way to learn, a way that can be more convenient for the learner and also a method that allows the student to work the curriculum at his or her own pace. Often, especially for non-native English speakers, a curriculum that involves English study can move to quickly, causing the learner to fall behind. This type of information and knowledge is often gleaned by examining a case study of teachers’ implementation of curriculum innovation. When studies are compiled, new paradigms and new ways of teaching can be brought into the classroom and online learning environments.

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