Preschool teachers' agency process in the creation of language education policies

Abstract

ABSTRACT: Embracing a socio cultural approach on policy analysis and using the concept of agency as analytical tool, as well as incorporating the concepts of language education policy appropriation, this study explored the way in which preschool teachers exercise their agency in the creation of education language policies. Findings revealed that teachers assert their agency to become policymakers who are immersed in unstated policies panorama. For doing so, they integrate English to the way they teach at preschool and to their students’ needs respectively. Moreover, the discussion of the findings has provided a general understanding of agency as the core of teachers ’policymaking role without being recognized because of this; also, the claim for continuing examining teachers’ de facto practices where actual policies come to life. The recognition of teachers as policymakers is a claim that raised in this study where a bottom-up language policies theorization is presented as a way to have better education language policies. Hence, this study could serve as scaffolding for the creation of a preschool English curriculum by taking into account teachers’ voices as experts in their field.