Language Policy Implementation: A Look at Teachers' Perceptions

Abstract

This study explores teachers’ perceptions of the language policy implementation in the Chinese tertiary context. With data collected from classroom observations and follow-up interviews, the findings revealed a discrepancy between policymakers’ intentions and teachers’ executions. Teachers failed to implement faithfully what was required from policymakers in the classroom. Rather, they conducted teaching based on the classroom and political realities. Their factors were mainly student and departmental, which included large class size, students’ language proficiency, motivation, learning behaviour, perceptions of teachers’ role, and institutional evaluation mechanism on teaching excellence. The implications of this policy implementation point to the importance of understanding why there exists such a discrepancy within that context.

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