@article{oai:kobe-cufs.repo.nii.ac.jp:00002522,
 author = {GLASGOW, Gregory Paul and PALLER, Daniel Leigh},
 journal = {研究年報, Journal of Research Institute},
 month = {Dec},
 note = {application/pdf, One key issue in materials development and language-in-education policy (LEP) that has received little attention in the research literature is the degree to which content and activities of textbooks represent proposed reforms in English education curricula. Conceptualizing language policy as recontextualization through texts and discourses (Johnson, 2011), the current study explores the tension between curriculum and materials planning in a Japanese high school EFL subject. It determines the extent to which the subject’s goals objectives are reflected in the content and activities of its textbooks. Findings revealed inconsistencies in translation of reform objectives into activities across several textbooks, which may have implications in terms of consistency in curriculum delivery., Kanda University of Foreign Studies (Japan), Kinjo Gakuin University (Japan)},
 pages = {55--77},
 title = {Agents of change or products of compromise? How Japanese senior high school EFL textbooks (mis)represent foreign language curriculum reform},
 volume = {59},
 year = {2019}
}