Standard language ideology in an English-medium Irish secondary school: Conflicting perspectives on the discouragement of nonstandard language
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|Title:||Standard language ideology in an English-medium Irish secondary school: Conflicting perspectives on the discouragement of nonstandard language||Authors:||Lucek, Stephen||Permanent link:||http://hdl.handle.net/10197/12978||Date:||24-Nov-2021||Online since:||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||Keywords:||Teenagers; Language ideologies; Standard language ideology; Raciolinguistics||DOI:||10.1558/jld.20487||Language:||en||Status of Item:||Peer reviewed||ISSN:||2397-2637||This item is made available under a Creative Commons License:||https://creativecommons.org/licenses/by-nc-nd/3.0/ie/|
|Appears in Collections:||Education Research Collection|
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