This study examines how different stakeholders perceive the implementation of language education policy. Although language education policies are meant to change the language use of pupils in different schools, they often fail to do so. One of the reasons is that different stakeholders that are involved in the process of policy design and implementation interpret the policies differently. Marieke Vanbuel’s Q-study identifies four distinct viewpoints among educational stakeholders in Flanders regarding school-based language policy (SLP) implementation: advocating for collective teacher improvement, welcoming support for a new mindset, emphasizing planned and accountable instruction, and expressing resistance due to perceived burdens.
The research reveals a significant divergence in interpretations between “outsider” stakeholders (e.g., policymakers, teacher educators) who focus on systemic improvement and “insider” stakeholders (e.g., teachers, principals) who navigate the practical realities. While most stakeholders agree on SLP’s potential to enhance language education, their differing perspectives on its purpose, implementation strategies, and perceived obstacles contribute to the persistent gap between policy intent and actual practice.