双语政策在台湾某初中的实施

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Y. Sia, Chiou-lan Chern
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引用次数: 0

摘要

双语教育在亚洲方兴未,多数双语实践受到国家语言政策的影响。然而,自顶向下的策略实现和自底向上的实践可能会引发不匹配、约束或可能性。本研究以台湾为研究背景,调查一所初中行政人员与教师(包括学科教师、英语母语教师与非英语母语教师)的认知。本文以Ricento和Hornberger于1996年提出的语言政策和规划框架为基础,考察了学校执行这些政策的程度,并讨论了行政人员和教师执行政策之间的相互作用以及推动政策执行的潜在力量。数据揭示了全校范围内政策实施(即个人、团队和组织层面)相互影响和协同的三维模型。专业学习共同体的协同与教学创新是学校改革的关键。作者总结了对政策和实践的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A glocalized bilingual policy implementation in a junior high school in Taiwan
ABSTRACT 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.
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来源期刊
Educational Studies-AESA
Educational Studies-AESA EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
33
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