This book reports on a case study of four teachers' beliefs and practices in the course of implementing a new English curriculum in China. The data were collected from in-depth interviews and classroom observations during two site visits over an academic year. The findings indicate that teachers have views and ideas about English as a language, and about learning and teaching the language in relation to the new curriculum. Teachers make moment-to-moment decisions in the classroom drawing on these views and ideas in response to the school and social contexts. The teacher, the institution and...