'Addressing' Language Deficit: Valuing Children's Variational Repertories

Autor/inn/en	Hyatt, David; Escott, Hugh; Bone, Robin
Titel	'Addressing' Language Deficit: Valuing Children's Variational Repertories
Quelle	In: Literacy, 56 (2022) 3, S.212-224 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hyatt, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12303
Schlagwörter	Oral Language; Social Bias; Cultural Context; Dialects; Pronunciation; College School Cooperation; Middle School Students; English + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Dialect; Dialekt; Aussprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; English language; Englisch
Abstract	There is growing evidence that student contributions via classroom talk (oracy) are subject to social judgements premised on cultural evaluation of accent and dialect, with particular varieties often viewed in deficit terms and pathologised, both within and beyond the classroom. We reflect on a university-community project involving researchers working to support Greythorpe Junior School ('pseudonymised') to address the linguistic deficit position that a school inspection report had taken in relation to the use of local varieties of English in Greythorpe. The researchers used socio-linguistic frames (repertoire, accommodation and discourse attuning) to develop productive strategies for students and the school to take ownership of how to negotiate perspectives that diminish non-standard accents and dialects. We provide illustrations of the workshop conversations with children and teachers to highlight the sophisticated, lived, metalinguistic understandings of children and teachers in the school, through which this perception of language deficit was ultimately renegotiated. In illustrating this case, we draw into focus the ways in which academic, institutional, socio-linguistic knowledge is (by its descriptive nature) divorced from context and so is only of use if it can be owned by those who are facing linguistic inequalities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01