Standard language ideology in an English-medium Irish secondary school

Bibliographic Data

ID8250010
AuthorsStephen Lucek (0000-0002-1557-6390, University College Dublin, corresponding author)
Year2021
Volume5
Issue2
Pages199-225
Publication date2021-11-24
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Language and Discrimination (JOURNAL)
Journal identifiersISSN: 2397-2645 • E-ISSN: 2397-2637
PublisherEquinox Publishing (PUBLISHER • GB)
DOI10.1558/jld.20487
OpenAlexW3216681834
LanguageEN
Citations received1
References cited40

The current paper aims to address how one English-medium school functions from the different perspectives within the school: the principal, student/teacher classroom interaction and the students. This approach allows us to see the power differential of the different stakeholders in a school and how iconisation, fractal recursivity, and erasure affect teenagers in Dublin. This paper presents interview data with a principal and the students in a secondary school. Taking a qualitative approach to these data, I show that standard language ideology is linked with economic disadvantage. The school principal's approach to identifying, problematising and seeking to eliminate certain types of nonstandard language in the school reflects a standard language ideology and is consistent with a raciolinguistic approach to linguistic discrimination. The data suggest that the students themselves take a more nuanced approach

Disadvantage · Ideology · Irish · Language ideology · Linguistics · Mathematics education · Pedagogy · Political science · Politics · Sociology · Computer Science · EFL/ESL Teaching and Learning · Law · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Artificial Intelligence