A Glocalized Bilingual Policy Implementation in a Junior High School in Taiwan

Autor/inn/en	Sia, Yi-Syuan; Chern, Chiou-Lan
Titel	A Glocalized Bilingual Policy Implementation in a Junior High School in Taiwan
Quelle	In: Educational Studies, 49 (2023) 3, S.473-491 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chern, Chiou-Lan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2022.2143712
Schlagwörter	Foreign Countries; Junior High Schools; Bilingual Students; Educational Policy; Global Approach; Administrator Attitudes; Teacher Attitudes; Local Issues; Self Concept; Community Needs; Bilingualism; Program Implementation; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Sekundarstufe I; Politics of education; Bildungspolitik; Globales Denken; Lehrerverhalten; Selbstkonzept; Bilingualismus
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01