The Interplay of Language Policy and Learner Agency in Multilingual Educational Contexts
DOI:
https://doi.org/10.71435/Keywords:
Language Policy, Learner Agency, Multilingual Education, Academic Achievement, Inclusive EducationAbstract
Purpose: This study aims to explore the interplay between language policy and learner agency in multilingual educational contexts, focusing on how institutional policies influence learners' language behaviors, academic performance, and overall agency.
Subjects and Methods: The research involved 300 secondary school students from multilingual educational settings, with 120 students whose home language matched the medium of instruction and 180 whose home language differed. A mixed-methods approach was employed, combining qualitative interviews and focus group discussions with quantitative surveys and performance data. The study examined learners' perceptions of language policies, their agency indicators (e.g., language control, switching frequency, participation), and academic achievement across subjects (Math, Science, Social Studies).
Results: The results revealed that learners with home-instruction language alignment reported higher agency, confidence, and participation in classroom discussions. In contrast, those with mismatched home languages exhibited higher language switching and lower confidence in using their home languages. Participation in multilingual programs correlated with better academic outcomes, particularly in language proficiency and subjects like Science and Math. The study found significant correlations between supportive language policies (inclusive of home languages) and enhanced learner agency, while restrictive policies hindered agency and engagement.
Conclusions: The study concludes that inclusive and flexible language policies positively influence learner agency, which in turn enhances academic achievement. Policy climates that value linguistic diversity are crucial for empowering learners, particularly those from diverse linguistic backgrounds. Addressing socio-economic inequalities is also necessary to ensure equitable educational opportunities for all students.
Downloads
References
Anderson, J., Chung, Y. C., & Macleroy, V. (2018). Creative and critical approaches to language learning and digital technology: Findings from a multilingual digital storytelling project. Language and Education, 32(3), 195-211. https://doi.org/10.1080/09500782.2018.1430151
Ardianta, S. (2019). Pengaruh Multilingualisme dalam Dunia Pendidikan terhadap Nasionalisme peserta didik dan Kaidah Bahasa Indonesia. Paramurobi: Jurnal Pendidikan Agama Islam, 2(2), 5-13. https://doi.org/10.32699/paramurobi.v2i2.1293
Backus, A., Gorter, D., Knapp, K., Schjerve-Rindler, R., Swanenberg, J., ten Thije, J. D., & Vetter, E. (2013). Inclusive multilingualism: Concept, modes and implications. European Journal of Applied Linguistics, 1(2), 179-215.
Blackledge, A., & Pavlenko, A. (2001). Negotiation of identities in multilingual contexts. International journal of bilingualism, 5(3), 243-257. https://doi.org/10.1177/13670069010050030101
Cervantes-Soon, C. G., Dorner, L., Palmer, D., Heiman, D., Schwerdtfeger, R., & Choi, J. (2017). Combating inequalities in two-way language immersion programs: Toward critical consciousness in bilingual education spaces. Review of Research in Education, 41(1), 403-427. https://doi.org/10.3102/0091732X17690120
Chen, X., Tao, J., & Zhao, K. (2021). Agency in meso-level language policy planning in the face of macro-level policy shifts: A case study of multilingual education in a Chinese tertiary institution. Current Issues in Language Planning, 22(1-2), 136-156. https://doi.org/10.1080/14664208.2020.1741234
Cummins, J. (2014). To what extent are Canadian second language policies evidence-based? Reflections on the intersections of research and policy. Frontiers in psychology, 5, 358. https://doi.org/10.3389/fpsyg.2014.00358
Fernández-Toro, M., & Hurd, S. (2014). A model of factors affecting independent learners’ engagement with feedback on language learning tasks. Distance education, 35(1), 106-125. https://doi.org/10.1080/01587919.2014.891434
García, O., & Sylvan, C. E. (2011). Pedagogies and practices in multilingual classrooms: Singularities in pluralities. The Modern language journal, 95(3), 385-400. https://doi.org/10.1111/j.1540-4781.2011.01208.x
Ghassemi, A. (2024). Voices Of Empowerment: Understanding The Impact Of Teachers'classroom Autonomy On Education. European International Journal of Pedagogics, 4(04), 28-33.
Huang, J., & Yip, J. W. (2021). Understanding ESL teachers’ agency in their early years of professional development: A three-layered triadic reciprocity framework. Frontiers in Psychology, 12, 739271. https://doi.org/10.3389/fpsyg.2021.739271
Kaur, J., & Bhatia, R. (2024). Pedagogical Practices: A Promising Approach to Empower Diverse Learners in Inclusive Setup. Shanlax International Journal of Education, 12, 96-103.
Khabar, M., Fallah, N., & Lotfi Gaskaree, B. (2025). Teacher autonomy support and student agentic engagement in EFL context: The mediating role of learning empowerment. Educational Psychology, 1-17. https://doi.org/10.1080/01443410.2025.2567553
Lopez-Gazpio, I. (2025). Integrating Large Language Models into Accessible and Inclusive Education: Access Democratization and Individualized Learning Enhancement Supported by Generative Artificial Intelligence. Information, 16(6), 473. https://doi.org/10.3390/info16060473
Lund Dean, K., & Jolly, J. P. (2012). Student identity, disengagement, and learning. Academy of Management Learning & Education, 11(2), 228-243. https://doi.org/10.5465/amle.2009.0081
Mirabadi, F. M. (2024). Investigating the role of teacher agency on adopting plurilingual methodologies in language teaching. Working papers in Applied Linguistics and Linguistics at York, 4, 12-22. https://doi.org/10.25071/2564-2855.46
Palmer, D. K. (2008). Building and destroying students’‘academic identities’: The power of discourse in a two‐way immersion classroom. International Journal of Qualitative Studies in Education, 21(6), 647-667. https://doi.org/10.1080/09518390701470537
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. Relc Journal, 46(1), 5-22. https://doi.org/10.1177/0033688214561621
Tollefson, J. W. (2012). Language policy in a time of crisis and transformation. In Language policies in education (pp. 11-34). Routledge. https://doi.org/10.4324/9780203813119
Toohey, K., & Norton, B. (2003). Learner autonomy as agency in sociocultural settings. In Learner autonomy across cultures: Language education perspectives (pp. 58-72). London: Palgrave Macmillan UK. https://doi.org/10.1057/9780230504684_4
Varsik, S., & Gorochovskij, J. (2023). Intersectionality in Education: Rationale and practices to address the needs of students' intersecting identities. OECD Education Working Papers, (302), 1-95. https://doi.org/10.1787/dbb1e821-en
Wangdi, J., & Savski, K. (2023). Linguistic landscape, critical language awareness and critical thinking: promoting learner agency in discourses about language. Language awareness, 32(3), 443-464. https://doi.org/10.1080/09658416.2022.2115052
