Editor: Viv Edwards (University of Reading, UK)
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Volume: 16 Number: 4 Page: 260–283
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From a Language Policy to Classroom Practice: The Intervention of Identity and Relationships
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Michael P. Breen
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In the context of a national policy to increase access to modern foreign/second languages at primary level, voluntary generalist primary teachers with some proficiency in relevant languages were provided
with intensive professional development in language teaching methodology with a view to their implementing the policy in their schools. On the basis of a focus meeting, questionnaires and two interviews
with experienced primary teachers who had recently taken on the role of a language specialist, this paper presents their reflections on the simultaneous experiences of a change in professional role while
also introducing a language programme that was new to the curriculum. The paper examines this curriculum change in terms of its interaction with two key variables: the teacher's professional identity and
ongoing social relationships with others in the work context. Although based upon a particular sample of experienced primary teachers who were working in particular school contexts, the paper reveals several
tensions within the local implementation of policy and, thereby, offers implications for the wider introduction and interpretation of new policies in the language curriculum.
© Multilingual Matters 2002
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