"In school, it's only English": A participatory sociolinguistic study of linguistic diversity in Glasgow schools

“在学校里，只有英语”：格拉斯哥学校语言多样性的参与性社会语言学研究

• 批准号: AH/X01116X/1
• 负责人: Sadie Ryan
• 金额: $ 26.89万
• 依托单位: University of Glasgow
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FX01116X%2F1
• 关键词: only; English; participatory; sociolinguistic; study

Even those who consider themselves to speak only one language are able to vary how they pronounce words or structure sentences to present themselves in different ways. They are able to use this variation to align themselves with particular groups or social identities (e.g. 'middle-class' or 'working-class', 'popular' or 'geek'), to present themselves as having certain qualities (e.g. as 'refined' or 'laidback') or to articulate different attitudes (e.g. to show agreement or dissent). What is less clear is whether this linguistic behaviour can be distinguished from what those who consider themselves to be multilingual do when they move between or mix their languages. Traditionally, we tend to distinguish between speakers who are monolingual and multilingual: but does this distinction hold up to scrutiny? This project focuses on a city where multilingualism is already being actively rethought in the public consciousness: Glasgow. Glasgow is home to a large number of languages, including those brought to the city by migrants, and Scots. Although sometimes thought of as a variety (or collection of varieties) of English, Scots gained official recognition and protections as a language in its own right in 2000. This means that many speakers who would previously have been classified as monolingual are now officially multilingual. Scots and English are closely related languages, which are sometimes difficult to distinguish from each other, and which are integrated in everyday interaction. This means that to accept Scots as a language in its own right, we must also accept that the boundaries between languages are not always clearly defined. There is also a complex class dimension to multilingualism in Glasgow: Scots is a language spoken for the most part by working-class people, and it has traditionally been stigmatised in formal and educational settings. The majority of the city's new arrivals enter working-class communities. For these reasons, Glasgow's working-class communities are some of the most linguistically rich, but public perception still views these communities as being linguistically deficient. This project addresses this misconception.This project compares how young people from different linguistic, class and migration backgrounds use language in interaction. It brings together different theoretical perspectives and methodological approaches, leading to a better understanding of how language and identity interact. It also explores how young migrants come to understand and express class identity in new languages.The project will be ground-breaking in developing and expanding the PI's pioneering work using collaborative podcasting as an arts-based participatory research method. This method will involve working with the young people to create podcast episodes about their own experiences of language use in their communities, which will then be released publicly. This will not only allow the young people to take an active role in the project as co-researchers, it will also be a key element of the project's public engagement. In addition to exploring questions about language and identity, the project will work with the young people as co-researchers in order to come to mutual understandings of how they view their own language use in terms of identity, social class and power. Particular emphasis will be placed on how this understanding relates to their educational experiences. Does the nature of a pupil's linguistic profile interact with how they engage with school? A central objective of this project is to inform how schools understand the experiences and needs of learners from different linguistic backgrounds, and to ask how we can create learning environments that understand, support and welcome linguistic diversity.

即使是那些认为自己只会说一种语言的人，也能够改变他们如何发音或构建句子，以不同的方式展示自己。他们能够使用这种变化来使自己与特定的群体或社会身份（例如“中产阶级”或“工人阶级”，“流行”或“极客”）保持一致，将自己呈现为具有某些品质（例如“精致”或“悠闲”）或表达不同的态度（例如表示同意或异议）。不太清楚的是，这种语言行为是否可以与那些认为自己是多语言者的人在两种语言之间移动或混合使用时的行为区分开来。传统上，我们倾向于区分单语和多语的说话者：但这种区分经得起推敲吗？这个项目的重点是一个城市，在那里，多语言已经在公众意识中积极反思：格拉斯哥。格拉斯哥是大量语言的家园，包括那些由移民带到城市的语言，以及苏格兰语。虽然有时被认为是英语的一个变种（或变种的集合），但苏格兰语在2000年获得了官方承认和保护。这意味着许多以前被归类为单语的人现在正式成为多语种。苏格兰语和英语是密切相关的语言，有时很难相互区分，并且在日常交往中相互融合。这意味着，要接受苏格兰语作为一种独立的语言，我们还必须接受语言之间的界限并不总是明确界定的。在格拉斯哥，多语制也有一个复杂的阶级层面：苏格兰语是一种大部分工人阶级使用的语言，传统上在正式和教育环境中被污名化。大多数新来的人进入工人阶级社区。由于这些原因，格拉斯哥的工人阶级社区是语言最丰富的社区之一，但公众仍然认为这些社区缺乏语言。本项目旨在解决这一误解。本项目比较了来自不同语言、阶级和移民背景的年轻人如何在互动中使用语言。它汇集了不同的理论观点和方法论，从而更好地理解语言和身份如何相互作用。该项目还探索了年轻移民如何理解和表达新语言的阶级身份。该项目将开创性地发展和扩大PI的开创性工作，使用协作播客作为基于艺术的参与性研究方法。这种方法将涉及与年轻人合作，制作关于他们自己在社区中使用语言的经历的播客节目，然后公开发布。这不仅将使年轻人作为共同研究人员在项目中发挥积极作用，也将成为项目公众参与的关键因素。除了探讨语言和身份的问题，该项目还将与年轻人合作，共同研究他们如何从身份、社会阶层和权力的角度看待自己的语言使用。将特别强调这种理解如何与他们的教育经验。学生的语言特征是否与他们如何参与学校活动相互作用？该项目的一个中心目标是告知学校如何理解来自不同语言背景的学习者的经验和需求，并询问我们如何才能创造理解，支持和欢迎语言多样性的学习环境。