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Chapter One Introduction
1£®1 Motivation for the Study
1£®2 Background of the Study
1£®3 Aims of the Study and Research Questions
1£®4 Structure of the Book

Chapter Two Teachers¡¯Enactment of Curriculum Materials Participatory Perspective
2£®1 Defining Key Concepts in the Study
2£®1£®1 Curriculum Materials VS£®Materials
2£®1£®2 Curriculum Materials Use VS£®Materials Development
2£®2 The Role of English Language Textbooks in the Global Context
2£®3 CE Curriculum and Textbooks in Mainland China
2£®3£®1 The Evolution of CE Curriculum
2£®3£®2 Five Generations of CE Textbooks
2£®4 Research on the Teacher£®Curriculum Relationship in ELT
2£®4£®1 Teachers¡¯Adaptation of Materials
2£®4£®2 Teachers¡¯Use of Materials in ELT
2£®5 Research on the Teacher¨DCurriculum Relationship in Mainstream Education
2£®5£®1 The Educative Role of Curriculum Materials and Teacher Learning
2£®5£®2 Teachers¡¯Factors Influencing Their Use of Curriculum Materials
2£®6 The Theoretical Framework of the Study
2£®6£®1 11heoretical Perspectives on Curriculum Use
2£®6£®2 The Theoretical Perspective of This Study
2£®6£®3 The Theoretical Framework of This Study
2£®7 Summary

Chapter Three Methodology
3£®1 Qualitative Multi¨DCase Study
3£®2 Selection of Setting£®Participants and Materials
3£®2£®1 The Target University
3£®2£®2 Participants
3£®2£®3 Target Textbook
3£®3 Data Collection
3£®3£®1 Data Collection Schedule
3£®3£®2 Data Collection Strategies
3£®4 Data Analysis
3£®4£®1 Analysis of Interview Data
3£®4£®2 Analysis of Observational Data
3£®4£®3 Documentary Analysis
3£®5 Trustworthiness
3£®5£®1 Triangulation
3£®5£®2 Thick Deion
3£®5£®3 Member Checking
3£®5£®4 Management of Subjectivity
3£®5£®5 Ethical Considerations in Data Collection
3£®6 Summary

Chapter Four Teachers¡¯Use of and Interactions with the CurrjCuiunl Materials
4£®1 Scope of the Chapter
4£®2 Features of Teachers¡¯Interactions with the Curriculum Materials
4£®3 Map of Teachers¡¯Interactions with the Curriculum Materials
4£®4 Reading
4£®4£®1 Reading the Students¡¯Book
4£®4£®2 Reading the Teache~¡¯Book
4£®5 Evaluating
4£®6 Appropriating and Adapting
4£®6£®1 Adjusting
4£®6£®2 Replacing
4£®6£®3 Supplementing
4£®6£®4 Omitting
4£®6£®5 Revising
4£®6£®6 Inventing
4£®7 Understanding Teachers¡¯Actions
4£®7£®1 The Meaning of the Teachers¡¯Reading Process
4£®7£®2 The Meaning of the Teachers¡¯Evaluation Process
4£®7£®3 The Meaning of Teachers¡¯Appropriating and Adapting Processes
4£®8 Summary

Chapter Five Influences on Teachers¡¯Interactions with the Curriculum Materials
5£®1 Overview of the Influential Factors of Teacher£®Text Interactions
5£®2 Contextual Factors Affecting Teacher¨DText Interactions
5£®2£®1 Aspects of the Local Cultures
5£®2£®2 Support for Teachers with Regard to Curriculum Material Use
5£®2£®3 Inflexibility of the CE Curriculum
5£®3 Features of the CuÄÍculum Materials
5£®4 Teachers¡¯Personal Resources
5£®4£®1 Teachers¡¯Beliefs
5£®4£®2 Teachers¡¯Management of Curriculum Materials
5£®4£®3 Teachers¡¯Knowledge
5£®4£®4 Teachers¡¯Curricular and Pedagogical Goals
5£®5 Student Voice
5£®6 Summary

Chapter Six Discussion
6£®1 Findings of the Current Study
6£®1£®1 Responding to the First Research Question
6£®1£®2 Responding to the Second Research Question
6£®2 Conceptualising the Enactment of Curriculum Materials
6£®2£®1 Theoretical Underpinnings of the Study
6£®2£®2 Theorising Curriculum Materials£ºMulti¨DLayered Affordances of Curriculum Materials
6£®2£®3 Formation of the Curriculum Instruments£ºFrom Artefacts to Instruments
6£®2£®4 Mediated Relations in Enacting Curriculum Materials
6£®2£®5 Teachers¡¯Knowledge in Materials Use
6£®3 Instrumentation£ºCurriculum Materials Shaping Curriculum Enactment
6£®3£®1 The Ostensible Authority of Curriculum Materials in ELT in the Chinese Context
6£®3£®2 The Educative Role of Curriculum Materials
6£®4 Instrumentalisation£ºTeachers¡¯Role in Shaping the Currirl lum Materials
6£®4£®1 Conceptualising Teachers¡¯Use of Curriculum Materials£ºTeachers¡¯Cognitive Processes
6£®4£®2 Adaptation of Curriculum Materials
6£®5 The Participatory Relations Among Teachers Learners£®Curriculum Materials and the Context
6£®5£®1 reacher Voice
6£®5£®2 Student Voice
6£®6 Revisiting the Theoretical Framework
6£®7 Summary

Chapter Seven Conclusions and Implications
7£®1 Summary of the Study
7£®1£®1 The Purpose and Methodology of the Study
7£®1£®2 Summary of the Findings
7£®2 Significance of the Study
7£®3 Implications
7£®3£®1 Theoretical Implications
7£®3£®2 Practical Implications
7£®4 Limitations and Recommendations for Future Research
Appendix ¢ñ Baseline Teacher Interview Protocol
Appendix ¢ò Pre£¿and Post£®Observation Teacher Interviews
Appendix ¢ó Baseline Student Interview Protocol
Appendix ¢ô Observation Analysis
References