Resumen en español

Drawing on the concepts of teacher agency and language policy enactment, this qualitative case study reports how three secondary teachers from two state schools in Colombia enacted the National English Suggested Curriculum for Secondary (ESC) (MEN, 2016). Teachers’ trajectories of action were analyzed as these were influential in ESC adaptation. Semi-structured interviews, teachers’ narratives and lesson observations were used as data sources. By adapting Priestly et al. (2015) ecological model of agency as a reference framework, I situated teachers’ actions within projective, iterational and practical evaluative dimensions of agency. Rather than evaluating the effectiveness or ineffectiveness in ESC adaptation, the current study provides insight into the agentic moves made by the participant teachers, presenting their own teaching frameworks for action. In this study, I provide additional dimensions, which emerged from the analysis and can help to expand theoretical and empirical knowledge in the field of teacher agency.