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‘Say it like the Queen’: the standard language ideology and language policy making in English primary schools
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Policy mechanisms of the standard language ideology in England’s education system
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Abstract:
© 2021 The Author(s). This article examines textual traces of the standard language ideology within current education policy in England, focusing on post-2010 reforms which are characterised by a (re)shift towards conservatism, discipline, and standards. Using tools and methods from critical stylistics and the critical discourse analysis of language policy, I interrogate a number of mechanisms which textually reinforce and reproduce the standard language ideology: curriculum documents, assessment instruments, national test materials and guidance for teachers. Whilst previous criticisms of current policy have focused on individual policy mechanisms, in this article I examine these mechanisms as a cluster, showing how they work together as de facto language policy. I show how teachers are presented with a de-historicised and de-politicised version of standardised English which masks the structural power relations that are embedded in language, and how they are constructed as standard language role-models who have a professional duty to reproduce the standard language ideology.
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Keyword:
critical language policy; England; language ideology; schools; standardised English
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URL: https://doi.org/10.1080/15348458.2021.1877542 https://bura.brunel.ac.uk/handle/2438/21979
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Grammar tests, de facto policy and pedagogical coercion in England’s primary schools
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Power, policing and language policy mechanisms in schools: a response to Hudson
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