Naslov
New technologies, old ideologies: Language representation in BBC Learning English

Autori
Starčević, Anđel

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

Skup
The Multidisciplinary Approaches in Language Policy and Planning Conference

Mjesto i datum
Montréal, Kanada, 25.08.2022. - 27.08.2022

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
multimodal critical discourse analysis, BBC, language planning, language ideology

Sažetak
In today’s world, formal language teaching and language learning are no longer restricted to in-person classes. Online learning platforms and mobile apps are becoming ever more popular, especially if their users perceive them as authoritative sources of ‘objective/neutral/legitimate’ language-related information. Using a multimodal critical discourse analysis approach (Verschueren 2012, Machin & Mayr 2012, Fairclough 2015), this study looks at the presentation of various aspects of English on the BBC’s language-learning platform BBC Learning English, which currently has 3.9 million subscribers on YouTube. The main research questions are (1) what (language) ideologies are promoted on the platform? and (2) what strategies are used to promote various ideologies? The preliminary results show the presence of incoherent/conflicting language ideologies between and within individual videos, as well as attempts to delegitimize and erase various linguistic forms, potentially increasing the level of learners’ language anxiety. The ideologies include (1) the ideology of the standard language, (2) the monoglossic ideology, (3) the ideology of formal style, (4) the ideology of monosemonymy (one form ~ one meaning), (5) the ideology of monosemography (one meaning ~ one spelling), (6) the ideology of Latin, (7) the ideology of decontextualized politeness, and (8) the fiction of homogeneity. Among the strategies are (1) the strategy of apparent descriptiveness, (2) multimodal delegitimation (e.g. using exclamations, crossing elements out by using a red marker or pointing at the viewer as if to correct and warn them), and (3) the stigmatization of unwanted elements by using negative mental models (e.g. corruption, intrusion). All of these results point to the conclusion that a more nuanced approach promoting more inclusive language ideologies might be necessary if language learning is to be based on more realistic and less judgmental descriptions of language variation. References: Fairclough, N. (2015). Language and power. London: Routledge. Machin, D., & Mayr, A. (2012). How to do critical discourse analysis: A multimodal approach. Los Angeles: Sage. Verschueren, J. (2012). Ideology in language use: Pragmatic guidelines for empirical research. New York: Cambridge University Press.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

Napomena
Izlaganje je održano online putem platforme Zoom.

POVEZANOST RADA