Abstract

Governmental education policies provide vague, general confines in which local actors have to design concrete policies tailored to their needs. Such policies rely on the local capacities of schools for implementing them. Recently, qualitative studies reveal that a great deal of variation in policy enactment should be attributed to school contextual variables. This study adds to these findings by examining to what extent school contextual variables influence the implementation of one type of education policy in Flemish schools: school-based language policies (SLP). It combines quantitative survey data from 28 primary schools with focus group interviews in a subsample of six schools in order to verify whether and why the school context affects the implementation of SLP. Results confirm that school context does affect implementation. Particularly, the ethnic composition of the student population is one of the main motivations for school teams to implement an SLP, and this is often associated with a deficit perspective.

Supplemental data for this article is available online at https://doi.org/10.1080/09500782.2020.1803352.

抽象的

政府的教育政策提供了模糊而笼统的限制，地方行动者必须在其中制定适合其需要的具体政策。此类政策取决于学校在当地实施这些政策的能力。最近，定性研究表明，政策制定中的许多差异都应归因于学校的情境变量。这项研究通过检查学校情境变量在何种程度上影响佛兰德学校中一种教育政策的实施（基于学校的语言政策（SLP）），从而增加了这些发现。它将来自28所小学的定量调查数据与焦点小组访谈相结合，形成了六所学校的子样本，以验证学校环境是否以及为何影响SLP的实施。结果证实，学校环境确实会影响实施。特别，

本文的补充数据可从https://doi.org/10.1080/09500782.2020.1803352在线获得。