ABSTRACT

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.

摘要

本文对来自英格兰 264 所小学的学校设计的语言政策文件语料库中的标准语言意识形态进行了分析。它考察了标准语言意识形态概念（例如“标准英语”、“正确性”、“霸权”）在学校政策中得到文本体现的过程，以及这些过程如何被教师工作的更广泛的教育政策背景互文和互文地塑造，特别是 2014 年国家课程的大规模课程和评估改革。使用批判性语言政策的工具和方法，我揭示了新的含义是如何在政策制定过程的机制和政策层面之间的联系点中出现的。我追溯了政府政策中的标准语言意识形态是如何在学校政策中重建的，强调语言的“正确性”，几乎是唯一要求学生和教师在口语和写作中使用标准化英语。我讨论了监视政策，教师在话语中被构建和定位为标准语言“榜样”：作为强大和权威的人物，他们被授予警察执照，规范和压制学生的语言，同时也控制自己的语言，被监控。最后，我主张批判性语言意识在学校层面的政策制定过程中的地位。教师在话语中被构建和定位为标准语言“榜样”：作为强大和权威的人物，他们被授予警察执照，规范和压制学生的语言，同时也控制和监控他们自己的语言。最后，我主张批判性语言意识在学校层面的政策制定过程中的地位。教师在话语中被构建和定位为标准语言“榜样”：作为强大和权威的人物，他们被授予警察执照，规范和压制学生的语言，同时也控制和监控他们自己的语言。最后，我主张批判性语言意识在学校层面的政策制定过程中的地位。