An intense effort tO understand processes Of change at a deep Ievel．and a thoughtful and profound use Of both international and Chinese Iiterature...The huge and sustained intellectuaI effort that has been made，iS rewarded in the iIlumination that iS cast on the implications of innovation In pedagogy for the whole structure and character of the work unit as a discursive community．

This thesis is an excellent illustration of how one can creatively exploit a conventional research genre for critical socio-ethnographic investigations.It makes a very interesting and informative reading,bringing to light some f the hidden complexities of socio-political undercurrents often implicationlly influencing socio-linguistic and educational reforms.It is also a very bold attempt fo uncover some of the hidden mysteries shaping,though often indirectly,such socio-educational reforms.It is almost like a forensic investigation beneath the facade of what appears to be and feeicient,self-assured and socially motivated consensual system.In a very modest way,the thesis unfolds the stories and experiences of educationl ptactitioners who take upon themselves the arduons task of introducing linguistic and educational reforms based on stuednt centered liberal educational ideologies from the western pedagogies in a typical local community of practice situated in Guangwai,the heartland of pedagogies in a typical local community of practice situated in Guang wai,the heartland of economic reforms in China ,which apparently is heavily influenced,may be dominated by Danwei,the ideology of central planning in the People's Republic of China.

Preface by Kathryn Anderson Levitt

Preface by Ruth Haybhoe

Preface by Ron Scollon

Abstract

Acknowledgements

Chapter 1 Introduction

1.1 Historical background of ELT reform in mainland China

1.2 The current state of the ELT reform

1.3 The Problematic of the eisting ELT reform literature

1.4 Framework:Chinese ELT refrm as remaking of Discourse Systems

1.5 Methodologies:life history,identity construction and danwei as community of practices

1.6 The researcher's stance in the reform:CLT and me over twenty years

Chapter 2 One way ticket:A seven-year reform journey of a middle school teacher

2.1 SMSTT:A teacher training program of ELT reform

2.2 Researcher's relationship with informants,data and methods

2.3 Prologue of Cheng's story of migration:A glorious heroine of the community

2.4 Phase one:Humiliation in an alien community

2.5 Phase two:Chilled reception to teturnde heroine

2.6 phase three :Re-established leadership with nostalgia

2.7 Epilogue:Light after a long tunnel

Concluding remarks:Relationship between the educational reform and social changes

Chapter3 The marginalized authorities:Guangwai criticizes its forengn experts

3.1 Introduction

3.2 Cultures of learning in conflict:Complaints about forengn teachers

3.3 Miscommunication:ways of making complaints about forengn teachers

3.4 Conflict management:Chinese authorities and teachers'reactions

3.5 Complaining back or going native:Foreing teachers;teaction to the complants

3.6 Some more contetual factors

Chapter 4 A danwei community of practices

4.1 Introduction

4.2 Guangwai history

4.3 Studying and living in a collective:Ban

4.4 Teaching in a collective:The teaching and research group

4.5 Communal egalitarianism

4.6 Anti-bureaucratizing administration

4.7 Harmont oriented communal interaction

4.8 Relationship between thoes who lead and those who are led

4.9 Apprenticeship in Guangwai :the state of the art of teacher education

4.10 Information circulation or control

4.11 Fairness of Guangwai:A 35 year queuing

4.12 Changes outside the campus wall

Concluding remarks:Remaking of communities of practices

Chapter 5 Conclusion and recommendations

Bibliography

Appendices