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.

摘要

该研究以公共领域范式为基础，该范式强调应从本地利益相关者/代理人和本地站点内社区的实际实践中研究语言政策和规划（LPP）。这种方法使研究人员能够理解政策解释，拨款和实施的复杂，多层和动态的过程。该研究对来自英语精英中学的12名英语教师进行了定性访谈，以显示他们对政策的代理和代理反应如何为变革性的英语教学和学习实践创造机会。代理是指个人改变事态的能力。变革性的行为要求教师为多种语言，文化，尽管只有英语门禁制度有严格的限制，但身份和身份仍然存在。研究结果表明，具有批判意识，扎实的双语/多语言教育理论知识和对LPP的批判意识的教师，经常会挑战机构的限制条件，为在硬核内的多语言教学法打开有意义的“思想和实施空间”（Hornberger，2003年）。单一语言的机构环境。总之，我们强调这些行动的规模可能显得微不足道。然而，这些反身行为展示了在英语教育领域进行认知取向的巨大象征和意识形态潜力。扎实的双语/多语言教育理论知识和对LPP的批判意识通常可以挑战制度上的限制，以在硬核单语制度环境中为多语教学法开辟有意义的“思想和实施空间”（Hornberger，2003年）。总之，我们强调这些行动的规模可能显得微不足道。然而，这些反身行为展示了在英语教育领域进行认知取向的巨大象征和意识形态潜力。扎实的双语/多语言教育理论知识和对LPP的批判意识通常可以挑战制度上的限制，以在硬核单语制度环境中为多语教学法开辟有意义的“思想和实施空间”（Hornberger，2003年）。总之，我们强调这些行动的规模可能显得微不足道。然而，这些反身行为展示了在英语教育领域进行认知取向的巨大象征和意识形态潜力。总之，我们强调这些行动的规模可能显得微不足道。然而，这些反身行为展示了在英语教育领域进行认知取向的巨大象征和意识形态潜力。总之，我们强调这些行动的规模可能显得微不足道。然而，这些反身行为展示了在英语教育领域进行认知取向的巨大象征和意识形态潜力。