D. Rachel Heydon2025-11-182025-11-18https://dspace.academy.edu.ly/handle/123456789/1831The findings indicate that teachers' roles in curriculum-making are narrowly defined in the examined curricula, emphasizing classroom interactions while overlooking broader programmatic impacts. Most of the examined curricula view teachers as essential in addressing student needs, ensuring relevant content, and fostering inclusive environments, with an emphasis on engaging families. However, there is a significant lack of teacher involvement in curriculum-making, indicating a disconnect between teachers and the broader curriculum-making process.This study is a critical discourse analysis of language and literacy programmatic curricula found in documents created by Ministries of Education (or equivalent) across Canada, with a focus on the role of the teacher. The overriding intent of the study is to provide much-needed information for scholars, educators, and policy-makers to better understand the curricular conditions that can enable or constrain language teacher agency in curriculum-making. The research questions explore how the role of teachers in curriculum-making is represented in language curricula across Canada, how teachers' roles connect (or do not connect) to other curriculum commonplaces, including the student, subject matter, and milieu, and the implications of teacher agency in curriculum-making for promoting responsive curriculum development.Elementary Language Teachers