scholarly journals Contrasterende (standaard)taalideologieën bij Vlaamse leerkrachten

Author(s):  
Steven Delarue

Flanders, the northern, Dutch-speaking part of Belgium, is facing a growing intra- andinterlingual diversity. On the intralingual level, tussentaal ('in-between-language’)emerged as a cluster of intermediate varieties between the Flemish dialects and StandardDutch, gradually becoming the colloquial language. At the same time, Flemish language-in-education policy strongly propagates Standard Dutch as the only acceptable language(variety) in the classroom, demonstrating the vigour of standard language ideology (SLI)in Flanders. This paper analyses the distinct ways in which teachers try to make sense ofthe gap between policy and practice, and how they act upon what is expected from themin a classroom context. By analysing interview data of eight teachers from a secondaryschool in the city of Ghent (East Flanders), I make an attempt at mapping their 'personalideological frameworks’, in order to uncover the ways in which teachers respond to language-in-education policies and strong standard language ideologies.

2015 ◽  
Vol 44 (3) ◽  
pp. 341-368 ◽  
Author(s):  
Heike Wiese

AbstractThis article investigates a public debate in Germany that put a special spotlight on the interaction of standard language ideologies with social dichotomies, centering on the question of whether Kiezdeutsch, a new way of speaking in multilingual urban neighbourhoods, is a legitimate German dialect. Based on a corpus of emails and postings to media websites, I analyse central topoi in this debate and an underlying narrative on language and identity. Central elements of this narrative are claims of cultural elevation and cultural unity for an idealised standard language ‘High German’, a view of German dialects as part of a national folk culture, and the construction of an exclusive in-group of ‘German’ speakers who own this language and its dialects. The narrative provides a potent conceptual frame for the Othering of Kiezdeutsch and its speakers, and for the projection of social and sometimes racist deliminations onto the linguistic plane. (Standard language ideology, Kiezdeutsch, dialect, public discourse, Othering, racism by proxy)*


Author(s):  
Goma Acharya

This chapter investigates how Nepali people demonstrate colonized thinking in their responses to a speech by a former Minister of State for Health and Population. Nepali people seem to be influenced by standard language ideology. Therefore, this chapter argues that Nepali people should come out of their colonized thinking, which adheres to standard language ideology. They should rather embrace translingualism in order to appreciate their own cultural and linguistic heritage when communicating in English.


2013 ◽  
Vol 37 (1) ◽  
pp. 31-45 ◽  
Author(s):  
Yan Xi

The media have become a key site for the production and reproduction of language ideologies in modern societies. This is typically reflected in language ideological debates in 2010 in the Chinese media. In 2009, an article entitled “English ants are digging holes in the Chinese levee” got wide media coverage and aroused much controversy in the Chinese media in the following year. The crusade for linguistic purism ended with the promulgation of new regulations banning China’s media organizations and publishers from randomly mixing foreign languages with Chinese in publications. The present study aims to explore the inherent language ideologies naturalized in the debates of Chinese linguistic purism and various strategies adopted for the construction of the ideologies. The findings reveal that the ideology of “one nation and one language” and standard language ideology play an important role in the sociolinguistic imagination of a homogeneous Chinese society and protection of “pure” Chinese against English invasion. It is hoped that the present study will contribute to language ideology studies and shed new light on Chinese sociolinguistic studies.


2017 ◽  
Vol 11 (1) ◽  
pp. 14-33 ◽  
Author(s):  
Indrė Nugaraitė

Summary The study tries to bridge the gap between research on how the Lithuanian language and its varieties are spoken and maintained by migrants and on how the standard language ideology affects the speakers of regional varieties in Lithuania. The paper investigates Lithuanian Samogitian migrants’ attitudes towards their regional variety, the main factors that might influence their beliefs and whether the standard language ideology is one of these factors. The in-depth analysis of 10 audio-recorded and coded interview responses has shown that in migration, similarly as in Lithuania, people’s attitudes towards Samogitian and the usage of it are governed by the three main factors, namely education, Soviet language policy and the linguistic pressure from society. Even though migrants do not feel intense pressure to speak the “right” language and feel much freer to use the variety of their choice when talking to other migrants, they still believe that it is common sense to use the standard in official gatherings, for public speeches or for official events.


Author(s):  
Bob Schoemaker ◽  
Gijsbert Rutten

AbstractThe decades around 1800 saw the rise of standard language ideology in the Northern Netherlands, and its almost immediate implementation in concrete policy measures. For the first time, the national government initiated official spelling and grammar regulations (1804, 1805). Policy measures were also taken to reorganize and nationalize the field of education. The language and education policies were part of a wider range of measures aimed at the formation of a Dutch nation-state. One of the control mechanisms introduced in this period was a national school inspection system. In this paper, we discuss school inspection reports of the first half of the nineteenth century, focusing on the way language planning and multilingualism interacted. In particular, we want to find out whether school inspectors and teachers actively promoted the officially codified variety, and to what extent this implied discouragement of the use of other varieties of Dutch.


2021 ◽  
Author(s):  
Hyeseung Jeong ◽  
Stephanie Lindemann ◽  
Julia Forsberg

English phonetics and phonology often focus on improving learners’ pronunciation. However, phonological processing is ‘a two-way street’ involving both speaker and listener. Thus, pronunciation instruction in this globalized time needs to be complemented with ways to help listeners understand a wide range of accents, thereby challenging the native speakerism and standard language ideology of more traditional English teaching. In this paper, we share our experiences of promoting listener abilities in university courses in Sweden and the US, two very different teaching contexts. In Sweden, Jeong takes a truly phonetic approach, starting from students’ own pronunciations rather than a ‘standard’ model, and focuses on ability to comprehend diverse accents. In the US, Lindemann uses native-speaking students’ complaints about supposedly incomprehensible instructors, not as justification for further training of instructors who are already proficient English users, but as an opportunity to offer listener training to the students. Put together, these experiences provide a basis for reflection on the teaching of L2 phonetics and pronunciation in other languages such as Swedish, and the benefits of shifting some of the focus from speaker to listener in order to begin to overcome native speakerism and standard language ideology.


2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Stephen Lucek

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.


2019 ◽  
Vol 8 (1) ◽  
pp. 97-123
Author(s):  
Päivi Iikkanen

Abstract The aim of this paper is to examine how nurses in family clinics use language, and clients’ perceived English proficiency in particular, when categorizing their non-Finnish-speaking clients in their talk. Through membership categorization analysis (Schegloff, Emanuel A. 2007. A tutorial on membership categorization. Journal of Pragmatics 39(3). 462–482), this study shows that perceived proficiency in English, along with migration status and reliance on the native English speaker norm, seemed to be the most decisive elements in how the nurses categorized their migrant clients. The findings demonstrate the power of categorization as an instrument in institutional decision-making and highlight the role language plays in these categorizations. In particular, the study shows how influential perceived English language proficiency and the native speaker norm are in how nurses categorize their migrant clients. The findings suggest that being able to interact with clients in English is becoming a more and more important skill in working life in Finland, also in the health care sector. It would be important to understand how influential perceived language proficiency is in the way nurses conceptualize their clients, and to what extent this relates to the standard language ideology (Milroy, James. 2001. Language ideologies and the consequences of standardization. Journal of Sociolinguistics 5. 530–555).


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