ABSTRACT
The study reported in this chapter aims to document 1) to what extent students, English teachers, vocational teachers, and school administrators negotiate the design of content-driven vocational English (VE) curriculum materials and 2) how the students and the English teachers enact these curriculum materials situated in content-based language classrooms. Empirical evidence showed that school policy makers, vocational teachers, English teachers, and students served as co–decision-makers in formulating learning goals and outcomes as well as designing curriculum materials. At the pedagogical curriculum stage, students were engaged in content-rich and language-rich learning. They reported that they not only learned English but also that they had the opportunity to connect this language learning with their content knowledge and skills development. The study suggests that the roles of negotiation, collaboration, and engagement are important in content-based VE curriculum materials.
