From a Language Policy to Classroom Practice: The Intervention of Identity and Relationships

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.