A glocalized bilingual policy implementation in a junior high school in Taiwan

Bilingual education is burgeoning in Asia, and most bilingual practices are impacted by national language policies. However, top-down policy implementation and bottom-up practices may spark mismatches, constraints, or possibilities. Taiwan was selected as a research context to investigate the percep...

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Published inEducational studies Vol. 49; no. 3; pp. 473 - 491
Main Authors Sia, Yi-Syuan, Chern, Chiou-Lan
Format Journal Article
LanguageEnglish
Published Dorchester-on-Thames Routledge 04.05.2023
Taylor & Francis Ltd
Subjects
Administrator Attitudes
Administrators
Bilingual education
Bilingual Students
Bilingualism
Communities of Practice
Community Needs
Education policy
Educational Policy
English teachers
Foreign Countries
Global Approach
Implementation
Innovations
Instructional Innovation
Junior High Schools
Language planning
Language policy
Learning
Local Issues
Middle schools
National languages
Nonnative-speaking teachers
Official Languages
pedagogy
policy
Policy implementation
practice
Professional Training
Program Implementation
School buildings
Self Concept
Teacher Attitudes
teacher education
Teachers
Teams
Taiwan
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Summary:Bilingual education is burgeoning in Asia, and most bilingual practices are impacted by national language policies. However, top-down policy implementation and bottom-up practices may spark mismatches, constraints, or possibilities. Taiwan was selected as a research context to investigate the perceptions of administrators and teachers (including subject teachers and both native and non-native teachers of English) at a junior high school. Building on Ricento and Hornberger's language policy and planning framework proposed in 1996, this paper examines to what extent the school implemented these policies and discusses the interplay between the administrators' and teachers' policy implementation and the underlying forces that fuel policy implementation. The data revealed a three-dimensional model of schoolwide policy implementation (i.e. the individual, team, and organisation levels) that impacted and synergised one another. The synergy and pedagogical innovation of the professional learning community are crucial to a school's reform. The authors conclude with implications for policy and practice.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0305-5698
1465-3400
DOI:10.1080/03055698.2022.2143712