ABSTRACT
Tightly coupled forces are not the only types of forces within the system nor do they fully explain all the phenomena observed in the classroom. In contrast to the heavy forces of examinations and mandated teaching approaches, there are “minor” disruptions to the persistent and coherent forces that allow for some differentiation in classroom practices. One example of these disruptions was the change to the English curriculum benchmarked to the Common European Framework for Languages (CEFR) that included suggested changes to teaching while others included a policy in teaching and learning, school leaders, and the implementation of unwritten rules. This chapter will discuss how these disruptions could possibly reshape teachers’ classroom practices and the possibility of sustained change.
