ABSTRACT

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.

摘要

本文考察了英国当前教育政策中标准语言意识形态的文本痕迹，重点关注 2010 年后的改革，这些改革的特点是（重新）转向保守主义、纪律和标准。我使用批判文体学和语言政策批判话语分析的工具和方法，审视了一些在文本上强化和再现标准语言意识形态的机制：课程文件、评估工具、国家测试材料和教师指导。虽然之前对当前政策的批评主要集中在个别政策机制上，但在本文中，我将这些机制作为一个集群来研究, 展示了它们如何作为事实上的语言政策一起工作。我展示了如何向教师展示一个去历史化和去政治化的标准化英语版本，它掩盖了语言中嵌入的结构性权力关系，以及他们如何被构建为标准语言角色模型，他们有职业责任重现标准的语言意识形态。