This study investigates cases of language ‘policing’ as educational language policies, and the way that these are represented across different policy levels. Focusing on UK schools and using discursive approaches to language policy as a theoretical framework, I critically examine the motivations and justifications that institutions provide for designing and implementing policies whereby nonstandardised forms are ‘banned’, and how these are reported in metalinguistic discourse. Drawing on a range of data including media discourse, policy documents, teacher interviews and linguistic landscapes, I textually trace how educational language policies (re)produce prescriptive and linguicist ideologies, often using metaphors of crime, and often using language as a proxy for social factors such as academic achievement, employability, and standards. Overall, I argue that micro- and meso-level language policies are a partial product of the linguistic conservatism as found within current macro-level educational policy. (Language policy, language policing, schools, language ideologies)*

中文翻译：

---

学校语言的政策和监管

本研究调查了将语言“监管”作为教育语言政策的案例，以及这些案例在不同政策层面的表现方式。以英国学校为重点，并使用语言政策的话语方法作为理论框架，我批判性地研究了机构为设计和实施“禁止”非标准化形式的政策提供的动机和理由，以及这些在元语言话语中的报告方式。利用包括媒体话语、政策文件、教师访谈和语言景观在内的一系列数据，我在文本上追踪教育语言政策如何（重新）产生规范性和语言主义意识形态，经常使用犯罪隐喻，并经常使用语言作为社会的代名词学业成绩、就业能力和标准等因素。全面的，我认为微观和中观水平的语言政策是当前宏观教育政策中语言保守主义的部分产物。（语言政策、语言监管、学校、语言意识形态）*