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Micro Language Planning for Sustainable Early English Language Education: A Case Study on Chinese Educators’ Agency

Author

Listed:
  • Luyao Liang

    (Macquarie School of Education, Macquarie University, Sydney, NSW 2109, Australia)

  • Hui Li

    (Macquarie School of Education, Macquarie University, Sydney, NSW 2109, Australia
    Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China)

  • Alice Chik

    (Macquarie School of Education, Macquarie University, Sydney, NSW 2109, Australia)

Abstract

In language education research, micro-level language policy and planning (LPP) primarily concerns local actors’ decision making on matters in relation to language(s) and its users. Despite a growing body of literature focusing on micro-level language planning in educational settings, there is a scarcity of research examining early childhood education settings as the micro-level LPP context for young English language learners. By adopting a qualitative case study approach and drawing on an ecological approach to LPP, the present study examined the educators’ enactment of agency in micro-planning the English language education policy (LEP) in one Chinese kindergarten and the associated factors shaping their agency. Deploying a grounded theory analytical method, this study revealed that the sustainable implementation of the kindergarten English LEP depended on the principal, native English-speaking teachers, and the Chinese assistant teachers’ different degrees of agency. Additionally, the research findings indicated an array of contextual and individual factors nested in a hierarchical structure that facilitated, guided, and constrained the educators’ agency in a role-and circumstance-dependent manner. This study contributes to the pertinent literature by casting nuanced light on the different educators’ contributions to the micro-level LPP against a national policy that does not endorse early-year English language education.

Suggested Citation

  • Luyao Liang & Hui Li & Alice Chik, 2022. "Micro Language Planning for Sustainable Early English Language Education: A Case Study on Chinese Educators’ Agency," Sustainability, MDPI, vol. 14(21), pages 1-21, October.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:21:p:14212-:d:958888
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    References listed on IDEAS

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    1. Xie, Sha & Li, Hui, 2020. "Accessibility, affordability, accountability, sustainability and social justice of early childhood education in China: A case study of Shenzhen," Children and Youth Services Review, Elsevier, vol. 118(C).
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