以政策施展理論探析高中學校中層領導者實施2030雙語政策的歷程研究

Abstract

本研究旨在探討臺灣推動「2030雙語政策」的脈絡下，高中學校中層領導者在政策實施過程中的詮釋、轉化與具體實踐歷程。鑒於全球化趨勢與提升國家競爭力之需，雙語政策成為臺灣教育的重要方向，然其推動在實務現場面臨諸多挑戰。中層領導者作為學校政策轉譯與調整策略的核心群體，其能動性對政策的在地化樣貌具關鍵影響，然相關研究、尤其針對臺灣高中階段者仍相對有限。基於上述，本研究採用質性個案研究法，以立意取樣擇取臺北市一所公立高中（化名「星光高中」）為研究個案，並引用Ball等人（2011）所提出之政策施展理論（Policy Enactment Theory）為分析框架，聚焦於政策行動者（actors）在特定脈絡（context）中對雙語政策進行詮釋（interpretation）與轉化（translation）的動態過程。研究資料蒐集主要透過對校內關鍵人物及中層領導者（含校長、處室主任、組長與雙語社群召集人）進行半結構式訪談，並輔以官方政策文本、學校雙語實驗班計畫書、相關計畫文件與會議活動觀察紀錄進行分析，並得出以下研究發現：一、個案學校雙語的詮釋與轉化係為動態且受脈絡影響的歷程，中層領導者需在回應政策要求與學校既有條件、資源限制間尋求平衡。二、中層領導者在政策施展中扮演多元的角色，不僅是政策的經辦者（transactors），更是積極的敘事者（narrators）、倡議者（entrepreneurs）、轉化者（translators）與熱衷者（enthusiasts），發揮著承上啟下的關鍵作用。三、中層領導者對雙語政策的詮釋深受外部政策脈絡與學校發展需求的雙重影響，傾向從提升學校競爭力、回應師生需求及資源整合的可行性等角度來理解並賦予政策意義。四、中層領導者透過強化學校定位與資源網絡、重新聚焦學生學習經驗，以及提供專業支持以引導教師進行轉化等策略實踐，將政策脈絡化，並在此過程中展現其能動性，以回應師資挑戰、資源限制及內外期望所帶來的壓力。本研究藉由深入剖析個案學校中層領導者的行動者實踐，呈現政策施展的複雜、動態與非線性特質，突顯中層領導者在政策落地過程中的關鍵能動性與策略運用。研究結果期能深化對雙語政策在高中現場實踐樣貌的理解，並為未來相關政策的精緻化、學校層級的實務推動，以及中層領導者的專業發展提供建議與參考。This study aims to explore the processes of interpretation, translation, and practical implementation undertaken by middle leaders in senior high schools during the enactment of Taiwan's "2030 Bilingual Policy". Given the trends of globalization and the need to enhance national competitiveness, bilingual policy has become a significant direction in Taiwanese education. However, its implementation faces numerous challenges at the practical level. As the core group responsible for policy translation and strategic adjustment within schools, the agency of middle leaders critically influences the localized manifestation of policy. Nevertheless, related research on Taiwanese seniorhigh schools remains limited. In response to this gap, this study adopts a qualitative case study approach. Utilizing purposeful sampling, a public senior high school in Taipei (pseudonym"Starlight High School") was selected as the case. Employing Policy Enactment Theory (Ball et al., 2011) as the analytical framework, the study focuses on the dynamic process through which policy actors interpret and translate the bilingual policy within specific contexts. Data were primarily collected through semi-structured interviews with key personnel and middle leaders (including the principal, directors, section chiefs, and the bilingual community convenor), supplemented by analysis of official policy texts, the school's bilingual experimental program plan, related documents, and observational records of meetings and activities. The analysis yielded the following findings: 1.The interpretation and translation of the bilingual policy at the case school constitute a dynamic and context-dependent process, requiring middle leaders to seek a balance between responding to policy requirements and existing school conditions and resource constraints. 2.Middle leaders play multiple and crucial roles in policy enactment. They are not merely transactors, but also active narrators, entrepreneurs, translators, and enthusiasts, fulfilling a crucial bridging function between upper and lower levels. 3.Middle leaders' interpretation of the bilingual policy is profoundly influenced by the dual forces of external policy context and the school's developmental needs. They tend to understand and assign meaning to the policy primarily through the lenses of enhancing school competitiveness, addressing teacher and student needs, and the feasibility of resource integration. 4.Middle leaders employ diverse strategic practices—such as strengthening school positioning and resource networks, refocusing on student learning experiences, and providing professional support to guide teacher transformation—to contextualize the policy. Through these practices, they demonstrate their agency in responding to pressures arising from teacher challenges, resource constraints, and internal/external expectations. Through an in-depth analysis of the actor practices of middle leaders at the case school, this study reveals the complex, dynamic, and non-linear characteristics of policy enactment, highlighting the critical agency and strategic deployment of middle leaders during the policy implementation process. The findings are expected to deepen the understanding of how bilingual policy is enacted in the senior high school setting and provide suggestions and references for future policy refinement, school-level practical implementation, and the professional development of middle leaders.