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‘I don’t think that’s really their wheelhouse’: governing language policy interpretation in teacher education
Language Policy ( IF 2.355 ) Pub Date : 2021-06-16 , DOI: 10.1007/s10993-021-09588-y
Chris K. Chang-Bacon

Recent research highlights teachers’ key role as language policy interpreters, yet few studies have explored whether and how teachers learn about policy interpretation. This article explores how language policy interpretation is addressed within a statewide teacher education initiative in the U.S. state of Massachusetts. Since 2012, the state has required most teachers to receive a state-approved endorsement in Sheltered English Immersion (SEI), an increasingly popular model for teaching emergent bilinguals. Initially administered in the context of the state’s controversial English-only education policy, this endorsement was the result of complex policy dynamics. Since few studies have engaged the perspective of teacher educators directly, this article draws on interviews with teacher educators across the state who played a pivotal role in this initiative. Findings show that some teacher educators prioritized policy interpretation in their work with teachers, while others engaged in complex discursive moves by which to avoid the topic of policy. Applying the theoretical lens of governmentality, this study demonstrates the process by which language policy is often positioned as too “political” for teachers, as well as how teacher educators themselves engaged in self-censorship on the topic of language policy. These findings have implications for teacher education and professional development, bringing into question the degree of support teachers are given to act as language policy interpreters.



中文翻译:

“我不认为那真的是他们的驾驶室”:管理教师教育中的语言政策解释

最近的研究强调了教师作为语言政策解释者的关键作用,但很少有研究探讨教师是否以及如何学习政策解释。本文探讨了如何在美国马萨诸塞州的全州教师教育计划中解决语言政策解释问题。自 2012 年以来,该州要求大多数教师在庇护英语沉浸 (SEI) 中获得国家批准的认可,这是一种越来越流行的新兴双语教学模式。最初在该州有争议的纯英语教育政策的背景下进行管理,这种认可是复杂政策动态的结果。由于很少有研究直接涉及教师教育者的观点,本文借鉴了对全州教师教育工作者的采访,他们在该计划中发挥了关键作用。调查结果表明,一些教师教育工作者在与教师的合作中优先考虑政策解释,而其他人则从事复杂的话语行动,以避免政策话题。本研究运用管理性的理论视角,展示了语言政策通常被定位为对教师而言过于“政治化”的过程,以及教师教育者自己如何就语言政策主题进行自我审查。这些发现对教师教育和专业发展产生了影响,使人们对教师作为语言政策解释者的支持程度产生了质疑。调查结果表明,一些教师教育工作者在与教师的合作中优先考虑政策解释,而其他人则从事复杂的话语行动,以避免政策话题。本研究运用管理性的理论视角,展示了语言政策通常被定位为对教师而言过于“政治化”的过程,以及教师教育者自己如何就语言政策主题进行自我审查。这些发现对教师教育和专业发展产生了影响,使人们对教师作为语言政策解释者的支持程度产生了质疑。调查结果表明,一些教师教育工作者在与教师的合作中优先考虑政策解释,而其他人则从事复杂的话语行动,以避免政策话题。本研究运用管理性的理论视角,展示了语言政策通常被定位为对教师而言过于“政治化”的过程,以及教师教育者自己如何就语言政策主题进行自我审查。这些发现对教师教育和专业发展产生了影响,使人们对教师作为语言政策解释者的支持程度产生了质疑。本研究展示了语言政策通常被定位为对教师来说过于“政治化”的过程,以及教师教育者自己如何在语言政策主题上进行自我审查。这些发现对教师教育和专业发展产生了影响,使人们对教师作为语言政策解释者的支持程度产生了质疑。本研究展示了语言政策通常被定位为对教师来说过于“政治化”的过程,以及教师教育者自己如何在语言政策主题上进行自我审查。这些发现对教师教育和专业发展产生了影响,使人们对教师作为语言政策解释者的支持程度产生了质疑。

更新日期:2021-06-17
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