This paper provides an in-depth investigation into the application of Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) context in Asia, and China in particular. It reveals that CLT has not been fully acknowledged and espoused by Asia's English language educators at the classroom level. Additionally, it unpacks the various factors that have impeded educators in Asia from enacting CLT. Through introducing the concepts of "teacher as curriculum implementer" and "teacher as curriculum maker," it brings to surface why a mandated curriculum change as CLT cannot be realized in EFL context in Asia. The paper argues that teachers should be constructors rather than merely receivers of the imposed pedagogical reforms. The top-down educational enterprise of implementing CLT cannot succeed unless it is embraced by teachers with their reconfigurations in light of their specific teaching situations.
The services of physical and occupational therapists are being used more in public school settings as a result of the mandate of United States Public Law 94-142. These professionals help educators in developing the students' gross and fine motor skills, vocational skills, and self-help skills. In addition, physical therapists and occupational therapists serve with educators on transdisciplinary teams in developing goals and objectives to more appropriately meet the educational needs of disabled students.
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