期刊
CURRENT ISSUES IN LANGUAGE PLANNING
卷 22, 期 1-2, 页码 199-224出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/14664208.2020.1741209
关键词
Teacher agency; language policy; Vietnam; positioning theory
资金
- Australian Government Scholarship (AAS)
- International Research Foundation (TIRF)
Teacher agency in language education has sparked growing interest, particularly in the era of globalization. Despite limited research on the topic, a qualitative case study grounded in positioning theory found that teachers, while positioned as mere policy implementers, attempted to adapt policy mandates in the classroom based on their own interpretations and preferences. The study also proposed implications for policy makers, educational managers, and school leaders.
Teacher agency has become a growing research interest in language education, especially at the critical juncture of widespread globalisation, when many nations including Vietnam, the context of the study, have promulgated a new language policy to respond to this transformation. However, teacher agency remains under-examined despite a small number of recent studies. In response to the paucity in the current LP literature, this qualitative case study, grounded in positioning theory, aims to explore how English teachers exercise their agency in response to the policy under prescribed contextual conditions. Data were collected from multiple sources including in-depth interviews, classroom observations, and documents. The findings showed that teachers were positioned (by the policy and their institutions) as 'mere' policy implementers who were expected to strictly follow the mandates and instructions transferred to them. Their implementation was regularly supervised and inspected by their stakeholders (including Department of Education and Training, Bureau of Education and Training, and school leaders). However, in the classroom context, the teachers attempted to adapt the policy mandates according to their interpretations, preferences, choices, and current teaching conditions. The study also proposes implications for policy makers, educational managers and school leaders to facilitate teachers' active roles in reform implementation.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据