Language Ideologies and Standard English Language Policy in Singapore: Responses of a "Designer Immigrant" Student

Autor/in	De Costa, Peter I.
Titel	Language Ideologies and Standard English Language Policy in Singapore: Responses of a "Designer Immigrant" Student
Quelle	In: Language Policy, 9 (2010) 3, S.217-239 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-010-9176-1
Schlagwörter	Standard Spoken Usage; Language Planning; Design; Ethnography; Global Approach; Ideology; English (Second Language); Second Language Learning; Foreign Countries; Grade 9; Learning Experience; Educational Policy; Foreign Students; Immigrants; Goal Orientation; Academically Gifted; Power Structure; Interviews; Observation; Sociolinguistics; Language of Instruction; China; Singapore + Suchen Sie Ihr Suchwort? Gesprochene Sprache; Umgangssprache; Sprachwechsel; Ethnografie; Globales Denken; Ideologie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Lernerfahrung; Politics of education; Bildungspolitik; Immigrant; Immigrantin; Immigranten; Zielorientierung; Zielvorstellung; Interviewing; Interviewtechnik; Beobachtung; Soziolinguistik; Teaching language; Unterrichtssprache; Singapur
Abstract	This article reports on year-long critical ethnographic study conducted in a Singapore school and examines how the standard English language educational policy is interpreted by a Secondary 3 (Grade 9) female student from China. She is a member of an exclusive group of academically able students who has been carefully recruited by the local authorities and awarded scholarships in order to pursue their education in Singapore. This study sheds light on the language learning experience of a so-called designer immigrant, that is, an immigrant who possesses high-level skills and global goals and interests (Simmons 1999). By focusing specifically on how this student managed the ideologies embedded in the standard English language educational policy, the present study also explicates how operations of power at a local level are realized. The data of the study, including interviews, classroom interaction data, and written artifacts, revealed that even in the face of overwhelming forces, the student was able to exercise her agency and to do so in ways complementary to prevailing ideologies which subsequently bolstered her learning. This study contributes to a better understanding of designer immigrant students in contemporary language policy research and more broadly to advance the sociolinguistics of globalization (Blommaert 2003). (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10