Definition: In this analysis agency is defined as the capacity of individuals to act independently and to make their own free choices. By contrast, structure is those factors of influence (such as social class, religion, gender, ethnicity, ability, customs, etc.) that determine or limit an agent and their decisions
Our analysis focuses on the interplay between top-down and bottom-up approaches as posited by Barret (2004) as an effective model of both policy and discretion. Using structure-agent implementation theory as a foundation, we were able to effectively compare the key inputs to the framework constant across districts—namely, the status quo, and rules, roles, values, and interests of agents that ultimately feed back into policy.
There are tangible distinctions in the ways that administrators seek to provide dual-language education through workforce strategies. We conceptualize these strategies as originating either:
a) from existing workforce policy structures, outside the realm of specific dual language policy design, or;
b) from distinct dual-language policy workforce structures.
Our interviews with bilingual education administrators also revealed common themes around which strategies fit more or less within certain quadrants of the conceptual map above.
This conceptual map of policy implementation represents indicators of inputs and necessary conditions for action at the district level.
In analyzing the lived experience of our interview participants, we synthesized four conditions that were frequently mentioned to enable success in the four quadrants illustrated above.
Considering these conditions in the context of widespread dual-language adoption provides a roadmap for policy design that can enable all four varieties of policy to succeed where they are the most appropriate tool for the job.
