Challenging language inequalities, bringing linguistic diversity to the forefront in language education practice and policy

英国只有不到20%的学生被记录为拥有英语以外的第一语言（DfE 2022）。虽然国家课程规定，在教授使用英语作为附加语言（EAL）的学生时，必须考虑其他语言的能力，但它并没有为英语以外的语言提供任何教学和学习的范围（DfE 2014：9）。这表明了一种可能被描述为单语的心态，并证实了Blackledge（2002）的断言，即强大的结构阻止多语言的人激活他们在教育机构中的多语言和多文化资本。在我的博士研究中，我专注于开发策略，以利用EAL学生的语言库，并促进学校的多语言。学生对自己使用多种语言的态度和看法显示，在英国主流课堂上存在贬低少数民族语言的强烈倾向，将使用多种语言推向前台的努力遇到了一系列反应，包括偏见、羞耻、保护以及在主流中使用多种语言的骄傲和喜悦。我的博士论文的第一部分使用了一项调查，对三所学校的223名受访者进行了调查，以获得学校所讲语言的准确表述，以及进一步的语言特征，如对英语以外语言的态度和态度。第2部分集中在一个教室里的学生的案例研究，证明了儿童的观点是至关重要的研究，政策和实践。拟议项目将继续挑战语言不平等。该项目与全国课程语言发展协会和地方学习信托基金建立联系，将提供关于中学生语言库和观点的代表性说明，以判断对包含和利用语言多样性的教学法可能作出的反应，确定在实施过程中可能面临的挑战。这项研究是至关重要的，提供了一个以证据为基础的方法，使课程和教师培训的变化，在英国更有代表性的语言发展。Blackledge，A.（2002年）的国家身份在多语言英国的话语建设，语言，身份和教育杂志，1：1，67- 87教育部（2014年）的国家课程在英格兰。关键阶段3和4框架文件。教育部（2022年）学校，学生和他们的特点。

Just under 20 per cent of pupils in the UK are recorded as having a first language other than English (DfE 2022). While the National Curriculum states that ability in other languages must be taken account of when teaching students who use English as an additional language (EAL), it does not provide any scope for teaching and learning in languages other than English (DfE 2014:9). This demonstrates what might be described as a monolingual mind-set and exemplifies Blackledge's (2002) assertion that powerful structures prevent multilingual people from activating their multilingual and multicultural capital in educational institutions. In my doctoral research, I focused on developing strategies to harness the linguistic repertoires of EAL students and to promote multilingualism in schools. Students' attitudes and perceptions of their own multilingualism revealed a strong tendency to devalue minority languages in British mainstream classrooms and attempts to bring multilingualism to the forefront were met with a range of responses including prejudice, shame, protectiveness as well as pride and joy in using multiple languages in the mainstream. Part 1 of my PhD used a survey carried out with 223 respondents across three schools to obtain accurate representations of the languages spoken in schools and further linguistic characteristics such as proficiencies and attitudes towards languages other than English. Part 2 focussed on a case study of students in one classroom which evidenced children's views as vital for research, policy, and practice. The proposed project will continue to challenge language inequalities. Building links with the National Association of Languages Development in the Curriculum (NALDIC) and local Learning Trusts, the project would provide a representative account of the linguistic repertoires and views of secondary school students in order to judge potential responses to pedagogies which encompass and harness linguistic diversity, identifying challenges that may be faced in its implementation. This research is crucial to providing an evidence-based approach to making change in curriculum and teacher training for more representational language development in the UK. Blackledge, A. (2002) The Discursive Construction of National Identity in Multilingual Britain, Journal of Language, Identity and Education, 1:1, 67-87Department for Education (2014) The National Curriculum in England. Key Stages 3 and 4 Framework Document. Department for Education (2022) Schools, pupils and their characteristics.