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The (white) ears of Ofsted: a raciolinguistic perspective on the listening practices of the schools inspectorate
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| 3 |
Critical reflections on the role of the sociolinguist in UK language debates
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Snell, J. - : Cambridge University Press, 2018
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“Low Ability,” Participation, and Identity in Dialogic Pedagogy
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Enregisterment, indexicality and the social meaning of ‘howay’: dialect and identity in north-east England
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Snell, J. - : Cambridge University Press, 2017
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| 8 |
To what extent does a regional dialect and accent impact on the development of reading and writing skills?
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| 9 |
Linguistic ethnographic perspectives on working-class children’s speech: challenging discourses of deficit
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Snell, J. - : Palgrave Macmillan UK, 2015
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| 10 |
Moving from "interesting data" to publishable research article: some interpretive and representational dilemmas in a linguistic ethnographic analysis of an English literacy lesson
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| 11 |
From moves to sequences: expanding the unit of analysis in the study of classroom discourse
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| 12 |
To what extent does a regional dialect and accent impact on the development of reading and writing skills?: A Report for the BBC
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| 13 |
Dialect, interaction and class positioning at school: from deficit to difference to repertoire.
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Abstract:
Sociolinguists have been fighting dialect prejudice since the 1960s, but deficit views of non-standard English are regaining currency in educational discourse. In this paper I argue that the traditional sociolinguistic response – stressing dialect systematicity and tolerance of ‘difference’ – may no longer be effective by questioning a key assumption that both deficit and difference approaches share, namely that there exist discrete varieties of English. Based on an empirical study of the language of working-class children in north-east England, I demonstrate that non-standard dialects of English do not have a discrete system of grammar that is isolated from other varieties; rather local dialect forms interact with a range of semiotic resources (including standard forms) within speakers’ repertoires. Interactional analyses of the children’s spontaneous speech highlight this hybridity, as well as the social meanings behind the linguistic choices children make. I conclude by addressing educational responses to non-standard dialect in the classroom, suggesting that it is not the presence or absence of non-standard forms in children’s speech that raises educational issues; rather, educational responses which problematise non-standard voices risk marginalising working-class speech, and may contribute to the alienation of working-class children, or significant groups of them, within the school system.
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URL: http://eprints.whiterose.ac.uk/86137/
http://eprints.whiterose.ac.uk/86137/1/Julia%20Snell_Dialect%20Interaction%20and%20Class%20positioning_PRE-PUBLICATION%20COPY.pdf
https://doi.org/10.1080/09500782.2012.760584
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| 14 |
Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience
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| 15 |
Classroom discourse: The promise and complexity of dialogic practice
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| 16 |
From sociolinguistic variation to socially strategic stylisation
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| 17 |
United Kingdom scheme for external quality assessment in virology. Part I. General method of operation.
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