The Reflexive Imperative among High-Achieving Adolescents: A Flemish Case Study

Autor/in	Van Lancker, Inge
Titel	The Reflexive Imperative among High-Achieving Adolescents: A Flemish Case Study
Quelle	In: AILA Review, 29 (2016), S.114-140 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-0213
DOI	10.1075/aila.29.05van
Schlagwörter	Foreign Countries; High Achievement; Adolescents; Adolescent Attitudes; Reflection; Language Attitudes; Case Studies; Indo European Languages; Ethnography; Standard Spoken Usage; Metalinguistics; White Students; Males; Discourse Analysis; High School Students; Student Attitudes; Sociolinguistics; Language Styles; Observation; Interviews; Audio Equipment; Data Analysis; Belgium + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sprachverhalten; Case study; Fallstudie; Case Study; Indoeuropäisch; Ethnografie; Gesprochene Sprache; Umgangssprache; Metalanguage; Metasprache; Male; Männliches Geschlecht; Diskursanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Soziolinguistik; Sprachstil; Beobachtung; Interviewing; Interviewtechnik; Audio-CD; Auswertung; Belgien
Abstract	The socio-cultural conditions of late modernity induce a "reflexive imperative" amongst young people, which also results in metapragmatic and metalinguistic behaviour, as has been demonstrated by linguistic ethnographers (LE). However, recent LE studies on reflexivity in Western European settings have mainly focused on how groups of socially low-status, geographically mobile and multilingual youth are involved in creative linguistic processes in which the disapproval of their linguistic hybridity is denounced. In this paper, based on a linguistic-ethnographic study, I will uncover the influence of the reflexive imperative on a different group: six high-achieving, white, elite, male, adolescent pupils in Flemish Belgium. Through a micro-analysis of their metacommentaries and speech practices, I describe the subtle metalinguistic and metapragmatic moves of the pupils, which demonstrate their attitude towards standard language use at school. An analysis of these boys' linguistic reflexivity demonstrates a complex attitude towards Standard Dutch and Standard Language Ideology: at first sight, they seem to incline towards linguistic equality, resulting in a relaxation of the standard norm. However, an analysis of the more indirect metapragmatic practices of these boys reveals how they strategically use the symbolic capital of Standard Dutch, a practice which echoes the Flemish language-in-education policy and might serve to preserve (or prepare) their (future) elite position in society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01