Dissertation Research: Ideologies of Standardization: Differentiation and Socialization in Bosnian Schools

论文研究：标准化意识形态：波斯尼亚学校的分化和社会化

• 批准号: 0612974
• 负责人: Alaina Lemon
• 金额: $ 1.14万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-10-01 至 2007-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0612974&HistoricalAwards=false
• 关键词: Dissertation; Research; Ideologies; Standardization; Differentiation

This research project by graduate student Kristin J. Swagman supervised by Dr. Alaina Lemon will explore the effects of different language-based curricula on the language use and attitudes of primary school children in Bosnia. She will document the linguistic practices of 1st and 4th grade children in two different primary schools, one in Sarajevo and one in the Serb Republic city of Pale. Through the recording and transcribing of classroom sessions, role-playing tasks with children and sociolinguistic interviews with teachers and parents, the researcher seeks to determine whether or not different nationalist curricula are successful in creating or reinforcing linguistic difference along ethnic lines. While a great deal of linguistic research in the former Yugoslavia has focused on standard language, much less research has looked at how standard forms are used, performed or avoided in a variety of everyday contexts. This research aims to contribute to regional scholarship by studying the relationship between standard forms and dialects in Bosnia. The language of four of the six Yugoslav republics was known as Serbo-Croatian and officially recognized as one language during the era of the socialist state. Following the break-up of Yugoslavia in 1991, Serbo-Croatian has split into four potentially different languages: Bosnian, Croatian, Serbian, and Montenegrin. Much debate surrounds the definition of these languages as efforts to differentiate them through diverging standardization processes proceed. The question of defining differences among languages is particularly emphasized in discussions about education reform in Bosnia. Currently Bosnian education officials, in conjunction with international organizations, are working to develop and implement a common core curriculum designed to ensure that students across the state learn common material. Yet parents maintain the right to opt that their children be taught a so-called national group of subjects in a curriculum different than that already being taught. In practice, this means that three different curricula are in use in Bosnia and Herzegovina. This research will provide ethnographic evidence about how schools are or are not successful in laying a foundation for a re-integrated Bosnia by exploring the linguistic practices and language ideologies of primary school children and their relationship to ideologies of ethnic difference. As such it will contribute to a growing body of literature in linguistic anthropology that seeks to understand how linguistic difference is mapped onto social difference and attempt to understand better how children view that relationship.

这项由研究生Kristin J.Swagman在Alaina Lemon博士的指导下进行的研究项目将探索不同语言课程对波斯尼亚小学生语言使用和态度的影响。她将记录两所不同小学一年级和四年级儿童的语言练习，一所在萨拉热窝，一所在塞尔维亚共和国城市帕莱。通过对课堂会话、儿童角色扮演任务的录音和转录，以及对教师和家长的社会语言学访谈，研究者试图确定不同的民族主义课程是否成功地创造或加强了种族语言差异。虽然前南斯拉夫的许多语言学研究都集中在标准语言上，但很少有研究关注标准形式是如何在各种日常环境中使用、执行或避免的。本研究旨在通过研究波斯尼亚的标准形式和方言之间的关系，为地区学术做出贡献。南斯拉夫六个共和国中的四个共和国的语言被称为塞尔维亚语-克罗地亚语，在社会主义国家时代被正式承认为一种语言。1991年南斯拉夫解体后，塞尔维亚-克罗地亚语分裂成四种可能不同的语言：波斯尼亚语、克罗地亚语、塞尔维亚语和黑山语。随着通过不同的标准化过程来区分这些语言的努力正在进行，围绕这些语言的定义展开了很大的争论。在关于波斯尼亚教育改革的讨论中，特别强调了界定语言差异的问题。目前，波斯尼亚教育官员正在与国际组织合作，努力制定和实施共同核心课程，以确保全国学生学习共同材料。然而，家长们仍然有权选择让他们的孩子在不同于已经教授的课程中接受所谓的全国性科目组的教育。实际上，这意味着波斯尼亚和黑塞哥维那正在使用三种不同的课程。这项研究将通过探索小学生的语言实践和语言意识形态及其与族裔差异意识形态的关系，提供关于学校如何成功地为重新整合的波斯尼亚奠定基础的人种学证据。因此，它将有助于语言人类学中越来越多的文献试图理解语言差异是如何映射到社会差异上的，并试图更好地理解儿童如何看待这种关系。