Challenging language inequalities, bringing linguistic diversity to the forefront in language education practice and policy

挑战语言不平等，将语言多样性置于语言教育实践和政策的最前沿

• 批准号: ES/Y009657/1
• 负责人: Sophie Liggins
• 金额: $ 13.64万
• 依托单位: University of Essex
• 依托单位国家: 英国
• 项目类别: Fellowship
• 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=ES%2FY009657%2F1
• 关键词: Challenging; language; inequalities; bringing; linguistic

Just under 20 per cent of pupils in the UK are recorded as having a first language other than English (DfE 2022). While the National Curriculum states that ability in other languages must be taken account of when teaching students who use English as an additional language (EAL), it does not provide any scope for teaching and learning in languages other than English (DfE 2014:9). This demonstrates what might be described as a monolingual mind-set and exemplifies Blackledge's (2002) assertion that powerful structures prevent multilingual people from activating their multilingual and multicultural capital in educational institutions. In my doctoral research, I focused on developing strategies to harness the linguistic repertoires of EAL students and to promote multilingualism in schools. Students' attitudes and perceptions of their own multilingualism revealed a strong tendency to devalue minority languages in British mainstream classrooms and attempts to bring multilingualism to the forefront were met with a range of responses including prejudice, shame, protectiveness as well as pride and joy in using multiple languages in the mainstream. Part 1 of my PhD used a survey carried out with 223 respondents across three schools to obtain accurate representations of the languages spoken in schools and further linguistic characteristics such as proficiencies and attitudes towards languages other than English. Part 2 focussed on a case study of students in one classroom which evidenced children's views as vital for research, policy, and practice. The proposed project will continue to challenge language inequalities. Building links with the National Association of Languages Development in the Curriculum (NALDIC) and local Learning Trusts, the project would provide a representative account of the linguistic repertoires and views of secondary school students in order to judge potential responses to pedagogies which encompass and harness linguistic diversity, identifying challenges that may be faced in its implementation. This research is crucial to providing an evidence-based approach to making change in curriculum and teacher training for more representational language development in the UK. Blackledge, A. (2002) The Discursive Construction of National Identity in Multilingual Britain, Journal of Language, Identity and Education, 1:1, 67-87Department for Education (2014) The National Curriculum in England. Key Stages 3 and 4 Framework Document. Department for Education (2022) Schools, pupils and their characteristics.

在英国，不到20％的学生被记录为具有英语以外的第一语言（DFE 2022）。尽管国家课程指出，在教授英语作为附加语言（EAL）的学生时，必须考虑其他语言的能力，但它并不提供任何以英语以外的语言教学和学习的范围（DFE 2014：9）。这证明了可以被描述为单语的思维定势，并举例说明了Blackledge（2002）的主张，即强大的结构阻止多语言人在教育机构中激活其多语言和多元文化资本。在我的博士研究中，我专注于制定策略来利用EAL学生的语言曲目并促进学校中的多种语言。学生对自己的多语言主义的态度和看法表明，在英国主流教室中贬低少数族裔语言的倾向，并试图将多种语言带到最前沿，以备受偏见，羞耻，保护性，保护性以及在主流中使用多种语言的骄傲和欢乐，以此得到众多回应。我的博士学位第1部分使用了一项调查，与三所学校的223名受访者进行了调查，以获得学校中语言的准确表示，以及进一步的语言特征，例如对英语以外的其他语言的能力和态度。第2部分的重点是对一个教室中的学生进行的案例研究，该案例将儿童的观点证明对研究，政策和实践至关重要。拟议的项目将继续挑战语言不平等。该项目与课程（Naldic）和本地学习信托基金的全国语言发展协会建立联系，该项目将提供代表的语言曲目和中学生的观点，以判断包含对教学法的潜在反应，这些教学法对涵盖和线索的语言多样性的反应，从而确定其实施中可能面临的挑战。这项研究对于提供基于证据的方法来改变课程和教师培训，以在英国进行更有代表性的语言发展。 Blackledge，A。（2002）多语言英国的民族认同的话语结构，《语言，身份与教育杂志》，1：1，67-87教育部门（2014年），英格兰的国家课程。关键阶段3和4框架文档。教育部（2022）学校，学生及其特征。