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

在英国，只有不到20%的学生的第一语言不是英语（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，必须考虑到其他语言的能力，但它没有为英语以外的语言教学提供任何范围（DfE 2014:9）。这证明了可以被描述为一种单语思维定势，并举例说明了Blackledge（2002）的断言，即强大的结构阻止多语者在教育机构中激活他们的多语言和多元文化资本。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使用。学生对自己的多语言能力的态度和看法显示出在英国主流课堂中贬低少数民族语言的强烈倾向，而试图将多语言能力提升到最前沿的反应包括偏见、羞耻、保护以及在主流课堂中使用多种语言的骄傲和喜悦。我博士的第一部分使用了对三所学校的223名受访者进行的调查，以获得学校使用语言的准确表示以及进一步的语言特征，如对英语以外语言的熟练程度和态度。第2部分着重于一个课堂学生的案例研究，证明了儿童的观点对研究、政策和实践至关重要。拟议中的项目将继续挑战语言不平等。与全国课程语言发展协会（NALDIC）和当地学习信托基金建立联系，该项目将提供一个具有代表性的语言库和中学生观点的说明，以判断对包含和利用语言多样性的教学法的潜在反应，确定在实施过程中可能面临的挑战。这项研究对于提供一种基于证据的方法来改变课程和教师培训，以促进英国更具代表性的语言发展至关重要。Blackledge， A.（2002）《多语言英国国家认同的话语建构》，《语言、认同与教育》，第1期，67-87页。关键阶段3和4框架文件。教育部（2022）学校、学生及其特点。

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.