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Empowering Teachers: Navigating Language Policy and Professional Development in Schools

This article explores the role of teachers as key participants in school language policy, emphasizing their linguistic and cultural practices, attitudes, and personal development. It discusses the journey of new teachers like Angela, highlighting the challenges they face, including heavy workloads and examination pressures. The importance of intercultural exchange and teacher empowerment is emphasized, along with the need for organizational structures that engage teachers in reflection and contribution. Effective school leadership is highlighted as crucial for supporting teacher development and motivation.

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Empowering Teachers: Navigating Language Policy and Professional Development in Schools

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  1. Ready, Steady, Go!The Teacher as participant in school language policy Antoinette Camilleri Grima

  2. Teachers Administrators Parents/carers Education authorities External agents Stakeholders

  3. What does a teacher bring to class?

  4. The teacher as a child Getting ready

  5. The linguistic and cultural practices… teachers • Inherit attitudes • Formulate beliefs • Develop habits

  6. As a student-teacher Getting steady

  7. Relevant factors: • Choice of career • Course structure • Areas of study • Opportunity for practice

  8. Qualified teacher Go!

  9. Practices • Teacher deployment • Role within the school • Opportunity for personal development • Sense of fulfilment

  10. Angela’s case study • Biographical • Longitudinal • Developmental • Ethnographic • Maltese • Representative

  11. Bi-dialectal Bilingual Plurilingual Multicultural Angela’s baggage:

  12. She had little opportunity for intercultural exchange What was missing?

  13. A positive attitude Contact with teacher of Italian from Italy What was gained?

  14. Choice of profession Teaching practice Deployment of teachers Induction into the profession Teacher Education

  15. Lack of preparation for new realities like Heavy work load Examination pressures Negative attitudes Parental involvement What was missing?

  16. Knowledge and understanding Experience, skills, values Ability to reflect and act upon that reflection What was gained?

  17. Personal & professional development Active Motivated The Teacher at School

  18. No cross-curricular relevance No diversified approach Feels disheartened Finds personal fulfilment outside school Something missing…

  19. Decentralisation of power – school autonomy Teacher empowerment Rays of hope

  20. Organisational structures and procedures within the school should engage teachers in reflecting and acting, and in feeling that they are making a valid and welcome contribution. In-house Staff Development

  21. Teachers’ Perspectives on Effective School Leadership(Harris, Day & Hadfield, 2003) • Staff development is generally welcomed by teachers • Viewed as a means of rewarding staff • Motivates development

  22. “In particular, the headteachers’ commitment to staff development was seen as a key element of effective leadership”(Harris et al., 2003, p. 74)

  23. …from the perspective of teachers… effective school leaders enable others to initiate, and to take responsibility for leading

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