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Standard language ideology in an English-medium Irish secondary school: Conflicting perspectives on the discouragement of nonstandard language
Author(s)
Date Issued
2021-11-24
Date Available
2022-07-06T11:30:56Z
Abstract
The current paper aims to address how one English-medium school functions from the different perspectives within the school: the principal, student/teacher classroom interaction and the students. This approach allows us to see the power differential of the different stakeholders in a school and how iconisation, fractal recursivity, and erasure affect teenagers in Dublin. This paper presents interview data with a principal and the students in a secondary school. Taking a qualitative approach to these data, I show that standard language ideology is linked with economic disadvantage. The school principal’s approach to identifying, problematising and seeking to eliminate certain types of nonstandard language in the school reflects a standard language ideology and is consistent with a raciolinguistic approach to linguistic discrimination. The data suggest that the students themselves take a more nuanced approach.
Type of Material
Journal Article
Publisher
Equinox Publishing
Journal
Journal of Language and Discrimination
Volume
5
Issue
2
Start Page
199
End Page
225
Copyright (Published Version)
Equinox Publishing
Language
English
Status of Item
Peer reviewed
ISSN
2397-2637
This item is made available under a Creative Commons License
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2
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