Increasingly across the U.S. and other industrialized democracies, teachers take dual classroom roles as both content and English language educators. Nevertheless, research on how educators actually understand and implement mainstreaming language education policies at the school and district level are sparse. This paper contributes a unique process-oriented longitudinal perspective on how educators at the local level in one small rural U.S. school district greeted a new mainstreaming English language education policy. The article applies an institutional “decision-making theory” framework that focuses on teachers as de facto local policymakers. It considers how educators vied with one another to (re)construct a usable history of and rationale for district language education policy that influenced educators’ collective sense of its fairness and appropriateness. The study also documents how teachers’ sense-making and moral judgments regarding their own and colleagues’ professional roles and identities were wielded in policy interpretation and implementation. Finally, the paper examines how the mainstreaming policy continually evolved as administrators at various levels of the school district hierarchy negotiated conflicting goals, and as teachers in each school improvised differing professional relationships and roles. In all, the paper finds that the meaning and form of mainstreaming language education policies are constantly reinstantiated by educators at the local level, and thus that local implementation of language education policies, and what “mainstreaming” means in English learner education, merit more careful scrutiny.

中文翻译：

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教育者对英语学习者主流化政策的构建：决策理论视角

在美国和其他工业化民主国家，教师越来越多地担任内容和英语教育者的双重课堂角色。然而，关于教育工作者如何在学校和地区层面实际理解和实施主流语言教育政策的研究很少。本文提供了一个独特的面向过程的纵向视角，探讨了美国一个小型农村学区的地方教育工作者如何迎接新的主流英语教育政策。这篇文章应用了一个制度化的“决策理论”框架，该框架将教师作为事实上的地方决策者。它考虑了教育工作者如何相互竞争以（重新）构建影响教育工作者对其公平性和适当性的集体意识的地区语言教育政策的可用历史和理由。该研究还记录了教师对自己和同事的专业角色和身份的判断和道德判断是如何在政策解释和实施中运用的。最后，本文考察了主流化政策如何随着学区各级管理人员协商相互冲突的目标以及每所学校的教师即兴发挥不同的专业关系和角色而不断演变。总而言之，本文发现语言教育主流化政策的意义和形式不断被地方层面的教育工作者重新阐述，