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.

摘要

本文探讨了学校领导者在马尔代夫学前水平解释和实施宏观语言教育政策中的代理作用。2012年的《学前班管理法》启动了从英语到迪维希语的教学语言的转变，认识到发展儿童使用国家语言的读写能力的重要性。紧随其后的是，实施了一项新的国家课程，该课程加强了对优先考虑加强儿童母语的需求。基于来自两个幼儿园的观察和访谈数据，本文研究了学校领导者有关语言，语言教育和决策过程的意识形态如何影响这些政策在学校微观层面的解释和实施。实施过程取决于学校领导者是否选择接受政策并在学校一级的语言规划中发挥积极作用；或选择抵制政策并远离外部压力。从这些案例研究中发现，学校领导者在支持或反对添加双语语言习得的途径中起着至关重要的作用。本文通过提供有关学校微观层面如何制定宏观政策的画像，为语言政策领域做出了贡献。从这些案例研究中发现，学校领导者在支持或反对添加双语语言习得的途径中起着至关重要的作用。本文通过提供有关学校微观层面如何制定宏观政策的画像，为语言政策领域做出了贡献。从这些案例研究中发现，学校领导者在支持或反对添加双语语言习得的途径中起着至关重要的作用。本文通过提供有关学校微观层面如何制定宏观政策的画像，为语言政策领域做出了贡献。