ABSTRACT
On the face of it, the management of change is something of an oxymoron. As the three preceding chapters have indicated, change in English language education is typically multifaceted, occurs in particular contexts and cultures, and is perceived and experienced in different ways by the different parties involved. The number of variables, and the number of ways in which they can interact, are therefore potentially vast. As a result of this complexity, planned approaches to educational change can and do frequently go awry (Murray 2008).
