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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 9 of 9 1 The (white) ears of Ofsted: a raciolinguistic perspective on the listening practices of the schools inspectorate Cushing, I; Snell, J. - : Cambridge University Press, 2022 BASE Show details 2 Using Young Adult fiction to interrogate raciolinguistic ideologies in schools Cushing, I; Carter, A. - : John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association, 2021 BASE Show details 3 Where two worlds meet: language policing in mainstream and complementary schools in England Cushing, I; Karatsareas, P; Georgiou, A. - : Taylor & Francis, 2021 BASE Show details 4 Where two worlds meet: language policing in mainstream and complementary schools in England Karatsareas, P.; Cushing, I.; Georgiou, A.. - : Taylor & Francis, 2021 BASE Show details 5 ‘Say it like the Queen’: the standard language ideology and language policy making in English primary schools Cushing, I. - : Routledge, 2020 Abstract: © 2020 The Author(s). This article presents an analysis of the standard language ideology within a corpus of school-designed language policy documents from 264 primary schools in England. It examines the processes by which standard language ideological concepts (e.g. ‘Standard English’, ‘correctness’, ‘hegemony’) get textually manifested in school policies, and how these are intertextually and interdiscursively shaped by the broader educational policy context that teachers work in, notably the large-scale curriculum and assessment reforms of National Curriculum 2014. Using tools and methods from critical language policy, I reveal how new meanings emerge in the machinery of the policy-making process and at the contact points between policy levels. I trace how the standard language ideology within government policies gets reconstructed in school policies, with an emphasis on linguistic ‘correctness’ and the near-exclusive requirement for students and teachers to use standardised English in speech and writing. I discuss policies of surveillance, whereby teachers are discursively constructed and positioned as standard language ‘role models’: as powerful and authoritative figures who are granted a license to police, regulate and suppress their students’ language, whilst also having their own language controlled and monitored. Finally, I argue for the place of critical language awareness within the policy-making process at school level. Keyword: curriculum reform; England; English; language policy; policy issues; primary school URL: https://doi.org/10.1080/07908318.2020.1840578 https://bura.brunel.ac.uk/handle/2438/21687 BASE Hide details 6 Policy mechanisms of the standard language ideology in England’s education system Cushing, I. - : Taylor & Francis, 2020 BASE Show details 7 Grammar tests, de facto policy and pedagogical coercion in England’s primary schools Cushing, I. - : Springer, 2020 BASE Show details 8 Power, policing and language policy mechanisms in schools: a response to Hudson Cushing, I. - : Cambridge University Press, 2020 BASE Show details 9 Stylistics goes to school Cushing, I. - : SAGE Publications, 2019 BASE Show details

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