Agency in Meso-Level Language Policy Planning in the Face of Macro-Level Policy Shifts: A Case Study of Multilingual Education in a Chinese Tertiary Institution

Autor/inn/en	Chen, Xiuwen; Tao, Jian; Zhao, Ke
Titel	Agency in Meso-Level Language Policy Planning in the Face of Macro-Level Policy Shifts: A Case Study of Multilingual Education in a Chinese Tertiary Institution
Quelle	In: Current Issues in Language Planning, 22 (2021) 1-2, S.136-156 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Xiuwen) ORCID (Tao, Jian) ORCID (Zhao, Ke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2020.1741234
Schlagwörter	Foreign Countries; Multilingualism; Second Language Learning; Second Language Instruction; Language Planning; Educational Policy; English (Second Language); Power Structure; Specialists; Decision Making; Professional Autonomy; Educational Change; Context Effect; Personal Autonomy; Universities; Masters Programs; College Second Language Programs; French; Spanish; Language Enrollment; Educational Planning; Majors (Students); Administrator Attitudes; Language Teachers; Teacher Recruitment; China + Suchen Sie Ihr Suchwort? Ausland; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachwechsel; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Decision-making; Entscheidungsfindung; Berufsfreiheit; Bildungsreform; Individuelle Autonomie; University; Universität; Magister course; Magisterstudiengang; Französisch; Spanisch; Bildungsplanung; Language teacher; Sprachunterricht; Lehrerrekrutierung
Abstract	In contrast to the waning interest in learning languages other than English (LOTEs) worldwide, mainland China is pursuing to diversify LOTE education because of the 'Belt and Road Initiative.' In response to language policy shifts, individual stakeholders in local contexts such as universities have to take actions to initiate LOTE programs or courses. However, there is still a paucity of research through an "in situ" lens into meso-level language policy planning (LPP) and implementation. To address this research gap, this study aims to obtain an in-depth understanding of the agentive actions of two groups of individual stakeholders at institutional level: people with power, and people with expertise. Drawing on semi-structured interviews with seven individual actors, the findings reveal that first, although these individual actors demonstrated agency in responding to macro-level language policy changes, the agency that they actually exercised was relatively limited in terms of the diversification of LOTE education. Second, by examining contextual and personal features, we identified multiple factors that mediate individual actors' agency in implementing top-down language policy. These findings may help orient language policy makers to create supportive contexts for the exercise of individual agency at local context in LPP and implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01