Agency in language planning and policy

Liddicoat, Anthony J.; Taylor-Leech, Kerry

doi:10.1080/14664208.2020.1791533

Cited by 64 publications

(22 citation statements)

References 63 publications

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“…Despite these constraining effects, findings also illustrated how participants carved out spaces of agency (Liddicoat & Taylor-Leech, 2021;Menken & Garc ıa, 2010). For instance, many students challenged the accuracy of the exams to measure their academic abilities and suggested that such tests simply served as a test of English regardless of the subject (Abedi, 2004;McNamara et al, 2019;Schissel, 2019).…”

Section: Discussionmentioning

confidence: 95%

“…Despite the power and presence of high-stakes exams documented above, teachers and students found ways to exert agency (Liddicoat & Taylor-Leech, 2021;Menken & Garc ıa, 2010;Robinson, 2012). In many cases, participants "opened up spaces" of ideological and implementational critique which questioned the appropriateness of the Regents Exams for English learners as well as the validity of any inference made from these test scores (Hornberger, 2005;Menken, 2008).…”

Section: Opening Up Spaces Of Agencymentioning

confidence: 99%

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Agency in Constrained Spaces: How English Learners and their Teachers Negotiate the Power of High‐stakes Exams

Leo

2022

TESOL Quarterly

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The growing influence of high-stakes exams has had drastic impacts on English learners and their teachers. The linguistic demands of these exams have harmed English learners' aspirations and attainment, while teachers are pressured to teach to the test and replace critical approaches to language learning with practices designed to encourage rapid language acquisition. Despite their constraining effects, educators, and students often find ways to assert agency and disrupt the hegemony of high-stakes exams. This article draws on ethnographic data gathered over a year in a secondary school in New York State to illustrate the ways in which English learners and their teachers negotiate spaces of agency amid the power of high-stakes exams. These findings illustrate the power and presence of highstakes exams on English learners while also highlighting the avenues of agency taken by educators and students as they rework aspects of the educational policy through classroom practice.

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Section: Discussionmentioning

confidence: 95%

Section: Opening Up Spaces Of Agencymentioning

confidence: 99%

Agency in Constrained Spaces: How English Learners and their Teachers Negotiate the Power of High‐stakes Exams

Leo

2022

TESOL Quarterly

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“…Hence, every implementer or actor has their policy regulating government policy according to their environment or circumstances. (Liddicoat & Taylor-Leech, 2020) stated that the theoretical definition of Agency related to implementing LPP involves social actors and intuition in decision-making. They also consider how the Agency is conceptualized in planning and how it can be implemented.…”

Section: Teacher Agency In the Multilingual Education Policy At The S...mentioning

confidence: 99%

“…Research on agency bi / multilingual education is generally conducted outside Indonesia. For example, Liddicoat & Taylor-Leech, (2020) present an overview of the theoretical definition of Agency and how it appears in the concept of LPP by considering how developments in methods and approaches for LPP research focus on social actors and institutions in decision-making. They also consider how an agency can be conceptualized in the planning field, how it can be implemented, and who can exercise Agency.…”

Section: Introductionmentioning

confidence: 99%

Teacher Agency in Multilingual Education Policy in an Islamic Boarding School in Indonesia

Abdurrizal

Sumardi

Putra

2022

AIJP

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The issue of the role of teacher agency in teacher professional development and school reform has increased significantly over the last decade. This article explores teacher agency in multilingual education policy in an Islamic Boarding School context and how they translated multilingual language policy into their class. Research on teacher agency within multilingual language policies has been widely conducted in public schools in many countries, but in Indonesia, the topic is relatively under-researched. Indonesia has an educational model born from local wisdom and applies multilingualism for student competence, namely Islamic boarding schools. This case exploratory study takes data from 3 teachers from various subjects such as (English, Religion, and Biology) at an Islamic boarding school at the same level as senior high school. Thematic analysis is applied to analyze the phenomenon regarding the multilingual education policy. This study reveals that teachers as agents in multilingual education policies run classes based on beliefs and abilities. Data was collected by interviewing teachers as agents in implementing multilingual education policies. The implication of this research is to provide a reference for education practitioners in adjusting to the implementation of multilingual education.

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“…With the development of globalization, the global level is also an important element in the sociocultural context. In the exploration of policy-practice interrelationship in the education field, agency has been seen as a new issue and context being given prominence in LPP (Liddicoat & Taylor-Leech, 2021). Particularly, learner agency in LPP enactment and implementation at the micro-level has received increasing attention in the literature (Brown, 2015;Phan & Hamid, 2017;Manyukhina & Wyse, 2019;Finardi & Guimarães, 2021;Vennela & Kandharaja, 2021).…”

Section: The Problemmentioning

confidence: 99%

Learner Agency in China’s Program for Interdisciplinary English Talents: A Sociocultural Perspective

Dai¹,

Lin²

2021

IJEL

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Aiming to develop a sociocultural understanding of learner agency as defined by Ahearn (2001), this study asks the questions: How do English majors under the Program for Interdisciplinary English Talents in Chinese universities with international or regional orientations experience their English learning and exert learner agency differently? Which factors influence learners’ agentive activities and what differences exist in the influencing strength of those factors? Interview data were collected from 14 student participants from two representative universities in the eastern part of China. Analyzing the data using the framework proposed by Dang and Marginson (2013) revealed that learners’ agentive activities are mediated by the sociocultural context, in which the global, national and local factors exert great influences and their influencing strength varies. Among all the factors, the influence of the microgenetic domain, to be specific, the institutional context is the greatest. Implications and suggestions are provided based on the results.

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Agency in language planning and policy

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Cited by 64 publications

References 63 publications

Agency in Constrained Spaces: How English Learners and their Teachers Negotiate the Power of High‐stakes Exams

Agency in Constrained Spaces: How English Learners and their Teachers Negotiate the Power of High‐stakes Exams

Teacher Agency in Multilingual Education Policy in an Islamic Boarding School in Indonesia

Learner Agency in China’s Program for Interdisciplinary English Talents: A Sociocultural Perspective

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