Negotiating English-Only Gatekeepers: Teachers' Agency through a Public Sphere Lens

Autor/inn/en	Manan, Syed Abdul; Channa, Liaquat Ali; David, Maya Khemlani; Amin, Muhammad
Titel	Negotiating English-Only Gatekeepers: Teachers' Agency through a Public Sphere Lens
Quelle	In: Current Issues in Language Planning, 22 (2021) 3, S.290-307 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manan, Syed Abdul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2020.1839219
Schlagwörter	Professional Identity; Language Planning; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teacher Attitudes; Language of Instruction; Advantaged; Educational Policy; Educational Practices; Transformative Learning; Pedagogical Content Knowledge; Multilingualism; Bilingualism; Epistemology; Language Attitudes; Foreign Countries; Teaching Methods; Monolingualism; Teacher Role; Change Agents; Language Usage; Native Language; Pakistan + Suchen Sie Ihr Suchwort? Sprachwechsel; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Bildungspraxis; Pädagogische Transformation; Pädagogische Kompetenz; Mehrsprachigkeit; Multilingualismus; Bilingualismus; Erkenntnistheorie; Sprachverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Sprachgebrauch
Abstract	The study is underpinned by the public sphere paradigm, which emphasizes that language policy and planning (LPP) should be studied from the actual practices of local stakeholders/agents and communities within the local sites. This approach allows researchers to understand the complex, multilayered, and dynamic process of policy interpretation, appropriation, and implementation. The study draws on qualitative interviews with 12 English teachers from the elite English-medium schools to show how their agency and agentive responses to policy generate openings for transformative English teaching and learning practices. Agency refers to an individuals' capability to make difference to pre-existing state of affairs. The transformative acts entail teachers creating spaces for multiple languages, cultures, and identities despite strict constraints from the English-only gate-keeping regimes. Findings suggest that teachers who have critical consciousness, solid theoretical knowledge of bi/multilingual education, and critical awareness of LPP can often challenge institutional constraints to open meaningful 'ideological and implementational spaces' (Hornberger, 2003) for multilingual pedagogies within the hard-core monolingual institutional environments. We sum up by emphasizing that the scale of these agentive actions may appear tiny and insignificant; however, these reflexive actions showcase substantial symbolic and ideological potential for an epistemic reorientation in the field of English language education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01