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Pregled bibliografske jedinice broj: 909951

Kent su cigarete! – jezične ideologije i jezični konflikt u podučavanju jezika


Bilić Meštrić, Klara; Starčević, Anđel
Kent su cigarete! – jezične ideologije i jezični konflikt u podučavanju jezika // Dijete i jezik danas. Razvoj pismenosti u materinskom i inom jeziku
Osijek, Hrvatska, 2017. (predavanje, domaća recenzija, neobjavljeni rad, znanstveni)


Naslov
Kent su cigarete! – jezične ideologije i jezični konflikt u podučavanju jezika
(Kents are cigarettes! – language ideologies and language conflict in language teaching)

Autori
Bilić Meštrić, Klara ; Starčević, Anđel

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
Dijete i jezik danas. Razvoj pismenosti u materinskom i inom jeziku

Mjesto i datum
Osijek, Hrvatska, 1-2.12.2017

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Domaća recenzija

Ključne riječi
Pismenost, jezične ideologije, jezični konflikt, podučavanje jezika, jezični odmagač
(Literacy, language ideologies, language conflict, language teaching, language breaker)

Sažetak
The educational system is one of the most influential domains for creating and passing on (extra)linguistic ideologies in society (Bourdieu 1991, Wodak 2009). A key role in the process is played by teachers, who, through their discourse, consciously or unconsciously promote and normalize (1) ideological views on the content they teach and (2) certain societal values. Subjects in which ideological views are regularly presented as ‘neutral’ and ‘objective’ include language teaching. This paper adopts a critical applied linguistics (Pennycook 2001) perspective in order to study what linguistic and extralinguistic ideologies are promoted in teaching Croatian and other languages in Croatia through the practice of correcting students’ language production. The study will be conducted by using printed and digital questionnaires, and through a qualitative analysis of the respondents’ answers. It will focus on the promotion of the ideology of the standard language (Milroy 2001), the ideology of the native speaker (Doerr 2009), and the monoglossic ideology (Wardhaugh & Fuller 2015) in the educational context as ‘commonsensical’ views on language phenomena. The first aim of the study is to establish how the promotion of these and other ideologies encourages language conflict (Nelde 1997) between various socially constructed varieties and thus between speakers and groups of speakers. The second aim it to establish how the manner in which students’ language production is corrected can have a negative effect on students’ motivation and self-confidence in the language acquisition process and in the development of literacy, and how teachers can be perceived as language breakers (Starčević 2014). Our analysis of the respondents’ answers will enable us to classify inappropriate corrective practices and identify ideologies which they promote, as well as offer a direct insight into students’ perception of such practices. It will also be possible to establish the consequences of presenting various language ideologies as facts, as well as the linguistic and social implications of those ideologies.

Izvorni jezik
Engleski



POVEZANOST RADA


Ustanove
Filozofski fakultet, Zagreb,
Hrvatski studiji, Zagreb