Abstract

In this article we critically evaluate the case made by proponents of academic language (AL) that AL is functionally necessary for schooling due to specific functional advantages of AL. We consider three examples of AL introduced by AL proponents in order to show (1) that AL proponents have been too quick to accept the ALH, (2) that functional advantages of AL can be accomplished with non-AL varieties and 3) that AL may, in fact, be dysfunctional within the domain of schooling. We briefly describe the language ideological processes by which AL has been naturalized as appropriate to the domain of education while the functional potential of non-AL forms in schooling is obviated (noted by Halliday 2004). We then consider the work of M. A. K. Halliday, the researcher most commonly cited as providing justification for the ALH (esp. Halliday 2004), elaborating his critique of AL while also showing how this critique has been ignored by AL proponents citing his work. In closing we point to some implications of these findings for creating more equitable educational practices regarding academic language.

摘要

在本文中，我们批判性地评估了学术语言 (AL) 支持者提出的案例，即由于 AL 的特定功能优势，AL 在功能上是学校教育所必需的。我们考虑 AL 支持者引入的 AL 的三个例子，以表明 (1) AL 支持者太快接受 ALH，(2) AL 的功能优势可以通过非 AL 变体来实现，以及 3) AL事实上，可能在学校教育领域内功能失调。我们简要描述了语言意识形态过程，通过这些过程，AL 已被归化为适合教育领域，同时消除了学校教育中非 AL 形式的功能潜力（Halliday 2004 年指出）。然后我们考虑 MAK Halliday 的工作，该研究人员最常被引用为 ALH 的理由（特别是 Halliday 2004），阐述了他对 AL 的批评，同时还展示了这种批评是如何被 AL 支持者引用他的工作而忽略的。最后，我们指出这些发现对创建关于学术语言的更公平的教育实践的一些影响。