1 Introduction 1.1 Research Background 1.2 Related Researches 1.3 Overall Structure of the Research 2 Theoretical Framework and Research Methods 2.1 Theoretical Framework 2.1.1 Narrative Inquiry 2.1.2 Exploratory Practice 2.1.3 Community of Practice 2.1.4 Discourse Analysis and Conversation Analysis 2.1.5 Identity Transformation 2.2 Research Methods 2.2.1 Starting on the Research 2.2.2 Data Collection Methods 2.3 Methods of Data Analysis 3 Disciplinary Transformation and Organizational Change 3.1 Exploratory Practice around Disciplinary Boundaries 3.2 Restructuring the Community of Language Education 3.2.1 Discipline Transformation 3.2.2 Negotiating Teachers' Disciplinary Identities 3.2.3 Transforming the Culture of Language Educational Organization 3.2.4 Dialogue between Administrative Community and Academic Community 3.3 Making New Outlook of Discipline through Dialogues 3.3.1 Dialogues across Community of Practice 3.3.2 Dialogues through Curriculum Innovation 3.3.3 New Vision of Cross-cultural Communication 3.4 Summary 4 Curriculum Innovation in Exploratory Practice 4.1 Curriculum Innovation with New Outlook of Discipline 4.1.1 Seeking Institutional Identification through Innovative Pathways 4.1.2 Initiatives on Curriculum Innovation by the Director of Foreign Language School 4.1.3 Innovative Curriculum Transformation of Business English 4.2 Collaborative Inquiry through Curriculum Innovation 4.2.1 Innovation in International Business Communication 4.2.2 Seeking an Integrated Identity through Curriculum Change 4.2.3 Practising New Teaching Methodology 4.3 Summary 5 Cases of Language Teachers' Identity Change in Curriculum Innovation 5.1 Case One: Becoming Keen on Literature Studies 5.2 Case Two: Exploring Identity Shift through TCFL Program 5.3 Case Three: Identity Exploration at the Disciplinary Boundaries 5.4 Cace Four: Searching for New Vision through Curriculum Innovation 5.5 Case Five: Ongoing Journey of Identity Exploration at the Disciplinary Boundaries 5.6 Summary 6 Conclusion: Diversity and Hybridization towards Transformation 6.1 Diversity as a Space of Learning 6.2 Fostering Cultural Diversity for Teacher Development 6.3 Implications and Suggestions References Index
