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

即使是那些认为自己只会说一种语言的人，也能够改变他们发音或句子结构的方式，以不同的方式展示自己。他们能够利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”、“受欢迎的”或“极客”)保持一致，展示自己具有某些品质(例如，“优雅”或“懒散”)，或表达不同的态度(例如，表示同意或不同意)。不太清楚的是，这种语言行为能否与那些认为自己会说多种语言的人在不同语言之间移动或混合使用自己的语言时所做的事情区分开来。传统上，我们倾向于区分说单语和多语的人：但这种区别经得起仔细的审查吗？这个项目关注的是一个已经在公众意识中积极反思多种语言的城市：格拉斯哥。格拉斯哥是大量语言的发源地，包括移民带来的语言和苏格兰人。虽然有时被认为是英语的一种变体(或变体的集合)，但苏格兰人在2000年获得了官方的承认和保护，成为一种独立的语言。这意味着许多以前被归类为单一语言的发言者现在正式使用多种语言。苏格兰人和英语是密切相关的语言，有时很难相互区分，并在日常互动中融为一体。这意味着，要接受苏格兰人本身就是一种语言，我们还必须接受语言之间的界限并不总是明确界定的事实。在格拉斯哥，使用多种语言还有一个复杂的阶级层面：苏格兰语是一种主要由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。这座城市的大多数新来的人进入了工人阶级社区。出于这些原因，格拉斯哥的工人阶级社区是语言最丰富的社区之一，但公众的看法仍然认为这些社区在语言上是不足的。这个项目解决了这个误解。这个项目比较了来自不同语言、阶层和移民背景的年轻人在互动中使用语言的方式。它汇集了不同的理论观点和方法，从而更好地理解了语言和身份是如何相互作用的。它还探讨了年轻移民如何用新的语言理解和表达阶级认同。该项目将是开创性的，利用合作播客作为一种以艺术为基础的参与式研究方法来发展和扩大国际社会的开创性工作。这种方法将包括与年轻人合作制作播客节目，讲述他们自己在社区中使用语言的经历，然后将其公开发布。这不仅将使年轻人作为合作研究人员在该项目中发挥积极作用，也将是该项目公开参与的一个关键因素。除了探索有关语言和身份认同的问题外，该项目还将与年轻人共同研究，以期就他们如何从身份、社会阶层和权力角度看待自己的语言使用达成相互理解。将特别强调这种理解如何与他们的教育经历相关联。学生的语言特征与他们与学校打交道的方式有没有相互影响？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，并询问我们如何创造理解、支持和欢迎语言多样性的学习环境。

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.