Power and Agency in Language Policy Appropriation

Autor/inn/en	Johnson, David Cassels; Johnson, Eric J.
Titel	Power and Agency in Language Policy Appropriation
Quelle	In: Language Policy, 14 (2015) 3, S.221-243 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-014-9333-z
Schlagwörter	Ethnography; Language Planning; Models; Educational Research; Decision Making; Power Structure; Language Attitudes; Second Language Learning; Second Language Instruction; School Districts; Policy Formation; Educational Policy; Bilingual Education; Language of Instruction; Washington + Suchen Sie Ihr Suchwort? Ethnografie; Sprachwechsel; Analogiemodell; Bildungsforschung; Pädagogische Forschung; Decision-making; Entscheidungsfindung; Sprachverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; School district; Schulbezirk; Politische Betätigung; Politics of education; Bildungspolitik; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache
Abstract	In this article we proffer a theoretical model for analyzing power in language policy processes and incorporate ethnographic data to illustrate the usefulness of the model. Grounded in an ethnographic project in the US state of Washington, we examine how nominally identical school district-level programs, which are funded under the same state-level language policy, end up being different in practice. While language policy is often portrayed as multiply layered, or taking place across multiple levels of policy activity, we argue that language policy arbiters wield a disproportionate amount of power relative to other individuals in a particular level or layer. Our analysis focuses on how beliefs about language, language education, and educational research impact the decision-making of individuals we identify as language policy arbiters. We argue that the proposed model usefully highlights how language policy arbiters open and close spaces for additive bilingual education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01