Constraints of Hierarchy on Meso-Actors' Agency: Evidence from Vietnam's Educational Language Policy Reform

Autor/inn/en	Shepherd, Elizabeth; McEntee-Atalianis, Lisa
Titel	Constraints of Hierarchy on Meso-Actors' Agency: Evidence from Vietnam's Educational Language Policy Reform
Quelle	In: Current Issues in Language Planning, 22 (2021) 1-2, S.180-198 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2020.1716577
Schlagwörter	Educational Policy; Policy Analysis; Language Planning; Language Research; National Programs; Second Language Learning; Second Language Instruction; Foreign Countries; Program Implementation; Power Structure; Government School Relationship; College Faculty; Teacher Attitudes; Educational History; Faculty Development; Professional Autonomy; Teacher Educators; Teacher Education Programs; International Organizations; English (Second Language); Institutional Characteristics; Language Teachers; Vietnam + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politikfeldanalyse; Sprachwechsel; Sprachforschung; nicht übertragen; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Fakultät; Lehrerverhalten; History of education; Bildungsgeschichte; Berufsfreiheit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; International organisation; International organisations; International organization; Internationale Organisation; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht
Abstract	This paper contributes to recent discussions of levels of agency in Language Policy and Planning (LPP) research. It specifically aims to understand the role and importance of meso-level actors as arbiters of policy implementation. It argues that, whilst understanding of both macro- and micro-agency has grown over the past decade, little is understood about the experience of meso-level agents. The paper seeks to address this by focussing on the LPP context in Vietnam; in particular, the implementation of the 2008 National Foreign Languages Project 2020. It explores the undertheorised and yet important socio-cultural context in which educational LPP takes place. Contrary to previous research which found that language policy arbiters can, in some cases, possess a disproportionate amount of power, this paper shows how Governments and institutions can act to limit rather than empower meso-level agents. The thematic analysis focuses on how meso-level agents perceive their role and the extent to which the setting in which they work impacts on their capacity to act. The paper argues that lack of information and support for meso-level agents participating in language policy implementation significantly constrains their ability to facilitate policy change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01