Linguistic Ethnography
Linguistic Ethnography
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语言民族志
DOI：
10.1057/9781137035035_12
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Snell J
中科院分区：
文献类型：
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作者：
Snell J
2013年2月，全国性报纸广泛报道，英格兰东北部提赛德的一所小学的校长禁止在课堂上使用提赛德方言口语，并写信给学生家长，要求他们在家里也这样做（例如Furness 2013;威廉姆斯2013）。这一举措的理由是，需要给工人阶级学生提供最好的教育（和以后的职业）成功机会，这对这位班主任来说意味着从孩子们的讲话中消除11个“不正确”的单词、短语和发音（如图12.1所示）。这个故事对我来说特别有趣，因为我碰巧是一个土生土长的提赛德人，一个使用所有11个“问题”特征的人，我也对这一领域的儿童语言进行了研究。因此，我对这封校长写给家长的信（以及媒体对这封信的报道）中明显的不准确和有缺陷的假设感到特别愤怒，并对这些可能对年轻的工人阶级儿童造成的潜在伤害感到不安。我在《独立报》（The Independent，Snell 2013 a）上发表了一篇文章，公开回应了这一问题。当然，我不可能在不到600字的篇幅内对这一问题做出公正的评价。在本章中，我将介绍本文中提到的一些观点，以及围绕这一问题的辩论中提出的问题。提赛德的故事绝非独一无二。基于英国其他地方学校的行为，也出现了类似的报告，包括埃塞克斯、谢菲尔德、黑乡和伦敦（种族和相关偏见进入争论）。事实上，教育中的方言偏见问题在英国和其他地方都有很长的历史。自20世纪60年代以来，社会语言学家一直在与这种偏见作斗争;
In February 2013 it was widely reported in national newspapers that the head teacher of a primary school in Teesside, north-east England, had banned the use of spoken Teesside dialect forms in the classroom and written to her pupils’ parents to ask that they do the same at home (eg Furness 2013; Williams 2013). The stated reason for this move was the need to give the working-class pupils involved the best possible chance of educational (and later career) success, which for this head teacher meant eradicating eleven ‘incorrect’words, phrases and pronunciations from the children’s speech (represented in Figure 12.1). This story was of particular interest to me because I happen to be a native of Teesside–one who uses all eleven of these ‘problem’features–and I have also conducted research on children’s language in this area. As such, I was especially infuriated by the inaccuracies and flawed assumptions evident in this head teacher’s letter to parents (and the media reporting of it) and troubled by the potential damage these might cause to young working-class children. I responded publicly in an article published in The Independent (Snell 2013a), but it was of course impossible to do justice to the issue in the less than 600 words afforded to me. In this chapter I pick up on some of the points addressed in this article, as well as the issues and questions that were raised in the debate surrounding it. The Teesside story is by no means unique. Similar reports have emerged based on the actions of schools elsewhere in the UK, including Essex, Sheffield, the Black Country, and London (where ethnicity and related prejudices enter the fray). Indeed, the issue of dialect prejudice in education has a long history, both in the UK and elsewhere. Sociolinguists have been fighting this kind of prejudice since the 1960s;