ABSTRACT
This chapter aims to investigate the agency of English primary teachers in under-resourced and prescribed conditions, where their powers are presumably greatly constrained by the policy enactment. It helps to understands the data and broke them down into fragments under two categories: teaching constraints and teachers' agentic responses. The policy also mandates a communicative language teaching approach as the pedagogical backbone and is intended to promote an innovative curriculum in the national education system. The calls for research on the micro-level from language policy scholars and the paucity of seminal literature on teacher agency are two main motivations. First, language policy is considered multi-layered, due to the involvement of different actors at multiple levels, including the macro-, meso-, and micro-levels. Second, regarding implementation, schools are seen as sites of implementation and contestation of language policy. Teachers are "the final arbiters of language policy implementation" and act as "central agents in language policy development".
