Each Primary School a School-Based Language Policy? The Impact of the School Context on Policy Implementation

Autor/inn/en	Vanbuel, Marieke; Van den Branden, Kris
Titel	Each Primary School a School-Based Language Policy? The Impact of the School Context on Policy Implementation
Quelle	In: Language and Education, 35 (2020) 1, S.42-59 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vanbuel, Marieke) ORCID (Van den Branden, Kris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1803352
Schlagwörter	Language Planning; Language of Instruction; Educational Policy; Policy Formation; Educational Environment; Ethnic Groups; Student Characteristics; Elementary School Teachers; Elementary School Students; Foreign Countries; Teacher Attitudes; Administrator Attitudes; Special Education Teachers; Rural Schools; Urban Schools; Principals; Teamwork; Multilingualism; Indo European Languages; Second Language Learning; Student Motivation; Native Language; Teacher Collaboration; Minority Group Students; Belgium + Suchen Sie Ihr Suchwort? Sprachwechsel; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Politische Betätigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerverhalten; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Principal; Schulleiter; Mehrsprachigkeit; Multilingualismus; Indoeuropäisch; Zweitsprachenerwerb; Schulische Motivation; Lehrerkooperation; Belgien
Abstract	Governmental education policies provide vague, general confines in which local actors have to design concrete policies tailored to their needs. Such policies rely on the local capacities of schools for implementing them. Recently, qualitative studies reveal that a great deal of variation in policy enactment should be attributed to school contextual variables. This study adds to these findings by examining to what extent school contextual variables influence the implementation of one type of education policy in Flemish schools: school-based language policies (SLP). It combines quantitative survey data from 28 primary schools with focus group interviews in a subsample of six schools in order to verify whether and why the school context affects the implementation of SLP. Results confirm that school context does affect implementation. Particularly, the ethnic composition of the student population is one of the main motivations for school teams to implement an SLP, and this is often associated with a deficit perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01