"In school, it's only English": A participatory sociolinguistic study of linguistic diversity in Glasgow schools

“在学校里，只有英语”：格拉斯哥学校语言多样性的参与性社会语言学研究

• 批准号: AH/X01116X/1
• 负责人: Sadie Ryan
• 金额: $ 26.89万
• 依托单位: University of Glasgow
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FX01116X%2F1
• 关键词: only; English; participatory; sociolinguistic; study

Even those who consider themselves to speak only one language are able to vary how they pronounce words or structure sentences to present themselves in different ways. They are able to use this variation to align themselves with particular groups or social identities (e.g. 'middle-class' or 'working-class', 'popular' or 'geek'), to present themselves as having certain qualities (e.g. as 'refined' or 'laidback') or to articulate different attitudes (e.g. to show agreement or dissent). What is less clear is whether this linguistic behaviour can be distinguished from what those who consider themselves to be multilingual do when they move between or mix their languages. Traditionally, we tend to distinguish between speakers who are monolingual and multilingual: but does this distinction hold up to scrutiny? This project focuses on a city where multilingualism is already being actively rethought in the public consciousness: Glasgow. Glasgow is home to a large number of languages, including those brought to the city by migrants, and Scots. Although sometimes thought of as a variety (or collection of varieties) of English, Scots gained official recognition and protections as a language in its own right in 2000. This means that many speakers who would previously have been classified as monolingual are now officially multilingual. Scots and English are closely related languages, which are sometimes difficult to distinguish from each other, and which are integrated in everyday interaction. This means that to accept Scots as a language in its own right, we must also accept that the boundaries between languages are not always clearly defined. There is also a complex class dimension to multilingualism in Glasgow: Scots is a language spoken for the most part by working-class people, and it has traditionally been stigmatised in formal and educational settings. The majority of the city's new arrivals enter working-class communities. For these reasons, Glasgow's working-class communities are some of the most linguistically rich, but public perception still views these communities as being linguistically deficient. This project addresses this misconception.This project compares how young people from different linguistic, class and migration backgrounds use language in interaction. It brings together different theoretical perspectives and methodological approaches, leading to a better understanding of how language and identity interact. It also explores how young migrants come to understand and express class identity in new languages.The project will be ground-breaking in developing and expanding the PI's pioneering work using collaborative podcasting as an arts-based participatory research method. This method will involve working with the young people to create podcast episodes about their own experiences of language use in their communities, which will then be released publicly. This will not only allow the young people to take an active role in the project as co-researchers, it will also be a key element of the project's public engagement. In addition to exploring questions about language and identity, the project will work with the young people as co-researchers in order to come to mutual understandings of how they view their own language use in terms of identity, social class and power. Particular emphasis will be placed on how this understanding relates to their educational experiences. Does the nature of a pupil's linguistic profile interact with how they engage with school? A central objective of this project is to inform how schools understand the experiences and needs of learners from different linguistic backgrounds, and to ask how we can create learning environments that understand, support and welcome linguistic diversity.

甚至那些认为自己只说一种语言的人也能够改变他们如何发音单词或结构句子以不同的方式展示自己。他们能够使用这种变化与特定的群体或社会身份（例如“中产阶级”或“工人阶级”，“流行”或“极客”）保持一致，以表明自己具有某些素质（例如，“精致”或“闲置”）或表达不同的态度（例如，表达同意或持有同意）。尚不清楚的是，这种语言行为是否可以与那些认为自己是多语言的人在移动或混合语言之间做什么。传统上，我们倾向于区分单语和多语言的说话者：但是这种区别是否可以遵守审查？该项目的重点是在公众意识中积极重新重新考虑多种语言的城市：格拉斯哥。格拉斯哥是许多语言的家园，包括移民和苏格兰人带到城市的语言。尽管有时被认为是英语的多种多样（或集合），但苏格兰人在2000年就获得了官方认可和保护作为一种语言。这意味着许多以前曾被归类为单语言的说话者现在正式多语言。苏格兰人和英语是密切相关的语言，有时很难彼此区分，并且在日常互动中融合。这意味着要接受苏格兰人本身就是一种语言，我们还必须接受语言之间的界限并不总是明确定义。格拉斯哥的多语言主义也有一个复杂的阶级层面：苏格兰人是工人阶级人士所说的一种语言，并且传统上在正式和教育环境中受到了污名化。该市的大多数新来者进入工人阶级社区。由于这些原因，格拉斯哥的工人阶级社区是一些语言上最丰富的社区，但公众的看法仍然认为这些社区在语言上是不足的。该项目解决了这一误解。该项目比较了来自不同语言，阶级和迁移背景的年轻人如何在互动中使用语言。它汇集了不同的理论观点和方法论方法，从而更好地理解了语言和身份的相互作用。它还探索了年轻移民如何以新语言的方式理解和表达班级认同。该项目将使用协作播客作为基于艺术的参与性研究方法来开发和扩展PI的开拓性工作。这种方法将涉及与年轻人合作​​，创建有关他们在社区中语言使用经历的播客情节，然后将公开发布。这不仅将使年轻人作为共同研究者在项目中发挥积极作用，而且还将是该项目公众参与的关键要素。除了探索有关语言和身份的问题外，该项目还将与年轻人一起作为共同研究者，以便对他们如何在身份，社会阶层和权力方面对自己的语言使用进行相互理解。将特别强调这种理解与他们的教育经历的关系。学生的语言概况的性质是否与他们与学校的互动方式相互作用？该项目的一个核心目的是告知学校如何从不同的语言背景中了解学习者的经验和需求，并询问我们如何创建学习环境来理解，支持和欢迎语言多样性。