Standard Ukrainian in the Multilingual Context: Language Ideologies and Current Educational Practices

Autor/in	Kudriavtseva, Natalia
Titel	Standard Ukrainian in the Multilingual Context: Language Ideologies and Current Educational Practices
Quelle	In: Journal of Multilingual and Multicultural Development, 42 (2021) 2, S.152-164 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1715990
Schlagwörter	Foreign Countries; Native Language; Russian; Language of Instruction; Ukrainian; Language Attitudes; Standard Spoken Usage; Language Planning; Educational Environment; Second Language Learning; Student Attitudes; Language Proficiency; Language Tests; Bilingualism; Institutional Characteristics; Language Usage; Educational Practices; Educational Policy; Secondary School Students; Ukraine + Suchen Sie Ihr Suchwort? Ausland; Russisch; Teaching language; Unterrichtssprache; Sprachverhalten; Gesprochene Sprache; Umgangssprache; Sprachwechsel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zweitsprachenerwerb; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Bilingualismus; Sprachgebrauch; Bildungspraxis; Politics of education; Bildungspolitik; Sekundarschüler
Abstract	In this study on language ideologies and multilingualism in Ukraine, I start from Geeraerts approach, which identifies two cultural models of linguistic standardisation: rationalist and romantic. Drawing on this typology, I show that the present-day ideology is a largely distorted version of the romantic model that transforms into linguistic determinism. Suggesting that thought is completely governed by language, this deterministic stance is manifested in the continuous revision of norms for Standard Ukrainian and also guides current educational innovations in the country. I further examine perceptions of languages in a local school setting, where Ukrainian is the language of instruction while Russian is chiefly spoken outside of it. Drawing upon a survey of school pupils and in-school proficiency tests, I discuss the attitudes of speakers whose first language (L1) is different from their language of schooling, as well as of those who still choose to be educated in their L1. I conclude that, while students in the Russian-medium school more readily embrace bilingualism in education, the overall appreciation of Ukrainian and Russian, governed respectively by the romantic and the rationalist views, is similar across both the types of schools in question and combines into a positive understanding of multilingual practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01