ELT Policy Interpretations and Translations in Rural Colombia

Autor/in	Cruz Arcila, Ferney
Titel	ELT Policy Interpretations and Translations in Rural Colombia
Quelle	In: Current Issues in Language Planning, 19 (2018) 4, S.363-382 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2017.1377903
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Rural Areas; Foreign Countries; School Policy; Professional Identity; Teacher Attitudes; Language Planning; Standardized Tests; Educational Policy; Language Attitudes; Language Tests; Elementary Secondary Education; Ethnography; Public Policy; Colombia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Rural area; Ländlicher Raum; Ausland; Schulpolitik; Lehrerverhalten; Sprachwechsel; Standadised tests; Standardisierter Test; Politics of education; Bildungspolitik; Sprachverhalten; Language test; Sprachtest; Ethnografie; Öffentliche Ordnung; Kolumbien
Abstract	Drawing on a study of English language teachers' practices and identities in rural Colombia at a time of active education policy promoting English, this paper reports on how such policy has been "interpreted" and "translated" in rural schools. Informed mainly by the theory of policy enactment [Ball, S. J., Maguire, M., & Braun, A. (2012). "How schools do policy: Policy enactments in secondary schools". London: Routledge], the paper shows how school contexts, external pressures, values of teachers and schools, as well as infrastructure and resources available are factors that filter policy implementation and, in turn, generate reinterpretations and practices of both resistance and accommodation to policy. Particularly, the analysis suggests that although teachers' views on the importance of English seem to converge with those of policy-makers, they have reinterpreted policy goals in more socially sensitive terms. Likewise, it is shown how teachers' professional judgement has come to counterbalance the idealisations and demands of policy. However, the analysis also indicates that some pressures are harder to resist and teachers are then led to adapt their practices in an attempt to comply. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01