The Agentive Role of Preschool Leaders in Language Policy Enactment: Case Studies of Acceptance and Resistance

Autor/in	Mohamed, Naashia
Titel	The Agentive Role of Preschool Leaders in Language Policy Enactment: Case Studies of Acceptance and Resistance
Quelle	In: Current Issues in Language Planning, 22 (2021) 1-2, S.225-242 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2019.1700057
Schlagwörter	Case Studies; Language Planning; Decision Making; Administrator Attitudes; Native Language; Administrator Role; Educational Policy; Educational Legislation; Language of Instruction; Educational Change; Literacy Education; Curriculum Development; English (Second Language); Second Language Learning; Professional Autonomy; Bilingualism; Native Language Instruction; National Curriculum; Foreign Countries; Preschool Education; Indo European Languages; Maldives + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Sprachwechsel; Decision-making; Entscheidungsfindung; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Teaching language; Unterrichtssprache; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Berufsfreiheit; Bilingualismus; Native language education; Muttersprachlicher Unterricht; Ausland; Pre-school education; Vorschulerziehung; Indoeuropäisch; Malediven
Abstract	This paper explores the agentive role of school leaders in interpreting and implementing macro language education policies at preschool level in the Maldives. The Preschool Management Act of 2012 initiated a change in the medium of instruction from English to Dhivehi, recognising the importance of developing children's literacy skills in the national language. This was closely followed by the implementation of a new National Curriculum that reinforced this need to prioritise strengthening children's first language. Based on observational and interview data from two preschools, this paper investigates how school leaders' ideologies about language, language education, and decision-making processes affected how these policies were interpreted and implemented at the micro-level of the school. The implementation process was dependent on whether school leaders opted to accept the policies and take on a proactive role in language planning at the school level; or chose to resist the policies and distance themselves from external pressures. Findings from these case studies reveal the critical role that school leaders play in either supporting or opposing pathways towards additive bilingual language acquisition. This paper contributes to the field of language policy by providing a portrait of how macro-level policies are enacted at the micro-level of the school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01