Book contents
- Language in Britain and Ireland
- Language in Britain and Ireland
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Acknowledgements
- Map of Britain and Ireland
- Introduction
- Part I English
- Part II Multilingualism in Britain and Ireland: The Celtic Languages
- Part III Multilingualism in Britain and Ireland: Minority Languages
- Part IV Multilingualism: The Development of Urban Contact Varieties
- Part V Applied Sociolinguistic Issues
- Index
- References
Part V - Applied Sociolinguistic Issues
Published online by Cambridge University Press: 17 October 2024
Edited by
Book contents
- Language in Britain and Ireland
- Language in Britain and Ireland
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Acknowledgements
- Map of Britain and Ireland
- Introduction
- Part I English
- Part II Multilingualism in Britain and Ireland: The Celtic Languages
- Part III Multilingualism in Britain and Ireland: Minority Languages
- Part IV Multilingualism: The Development of Urban Contact Varieties
- Part V Applied Sociolinguistic Issues
- Index
- References
- Type
- Chapter
- Information
- Language in Britain and Ireland , pp. 509 - 594Publisher: Cambridge University PressPrint publication year: 2024
References
References
Ager, D. (2007). Language policy. In Britain, D. (ed.), Language in the British Isles, 2nd ed. Cambridge: Cambridge University Press, pp. 237–43.Google Scholar
Alcalde, J. (2018). Linguistic justice: An interdisciplinary overview of the literature. In Gazzola, M., Templin, T. and Wickström, B. (eds.), Language Policy and Linguistic Justice: Economic, Philosophical and Sociolinguistic Approaches. Cham: Springer, pp. 65–149.CrossRefGoogle Scholar
ALL (Association for Language Learning). (2016). Update on Lesser Taught Languages. https://www.all-languages.org.uk/news/gcse-level-qualifications-lesser-taught-languages-continue/.CrossRefGoogle Scholar
Anderson, J. (2000). Which language? An embarrassment of choice. In Field, K. (ed.), Issues in Modern Foreign Languages Teaching. New York: Routledge/Falmer, pp. 52–68.Google Scholar
Anlezark, D. (2017). Which books are ‘most necessary’ to know? The Old English Pastoral Care Preface and King Alfred’s educational reform. English Studies 98(8): 759–80.Google Scholar
Arthur, J. and McPake, J. (2011). What Are Community Languages? National Association for Language Development in the Curriculum. https://web.archive.org/web/20111106234716/www.naldic.org.uk:80/ITTSEAL2/teaching/Whatarecommunitylanguages.cfm.CrossRefGoogle Scholar
ASTI (Association of Secondary Teachers in Ireland). (2014). ASTI Submission: Foreign Languages in Education Strategy. https://www.asti.ie/document-library/asti-submission-foreign-languages-in-education-strategy/ForeignLanguagesSubmission.pdf.Google Scholar
Ayres-Bennett, W. and Carruthers, J. (2019). Policy Briefing on Modern Languages Educational Policy in the UK. https://www.meits.org/files/policy_documents/uploads/Policy_Briefing_on_Modern_Languages_Educational_Policy_in_the_UK.pdf.Google Scholar
Bailey, R. W. (1991). Images of English: A Cultural History of the Language. Cambridge: Cambridge University Press.Google Scholar
Ball, M. (2007). Welsh. In Britain, D. (ed.), Language in the British Isles, 2nd ed. Cambridge: Cambridge University Press, pp. 237–43.CrossRefGoogle Scholar
Barrett, S. D. (2004). Privatisation in Ireland. CESifo Working Paper no. 1170. https://dx.doi.org/10.2139/ssrn.534265.Google Scholar
Bates, J. (2014). The strategic importance of information policy for the contemporary neoliberal state: The case of Open Government Data in the United Kingdom. Government Information Quarterly 31(3): 388–95.Google Scholar
Beauvallet, A. (2015). Thatcherism and education in England: A one-way street? Observatoire de la société britannique 17: 97–114. https://doi.org/10.4000/osb.1771.CrossRefGoogle Scholar
Bohane, C. (2005). The Official Languages Act 2003. Cork Online Law Review 4: 1–8. www.corkonlinelawreview.com/editions1.CrossRefGoogle Scholar
Bowler, M. (2020). A Languages Crisis? Higher Education Policy Institute. www.hepi.ac.uk/wp-content/uploads/2020/01/HEPI_A-Languages-Crisis_Report-123-FINAL.pdf.CrossRefGoogle Scholar
Bowring, J. (2016). An Exploration of the Impact of Learning the Irish Language on First Generation Immigrants: Social and Cultural Integration into Irish Society. MA thesis, Trinity College Dublin. https://tcd.ie/swsp/assets/pdf/Dissertations%20ASS/Bowring,%20Joanne.pdf.Google Scholar
Boyle, R. (2014). Public Sector Reform in Ireland: Views and Experiences from Civil Service Senior Executives. Institute of Public Administration COCOPS Working Paper 1. https://www.ipa.ie/_fileUpload/Documents/COCOPS_Ireland_civil_service_report.pdf.Google Scholar
Boyne, G. A., Gould‐Williams, J., Law, J. and Walker, R. (1999). Best value in Welsh local government: Progress and prospects. Local Government Studies 25(2): 68–86.Google Scholar
Breathnach, P. (2010). From Spatial Keynesianism to Post-Fordist Neoliberalism: Emerging contradictions in the spatiality of the Irish state. Antipode 42(5): 1180–99.Google Scholar
Bricker, D. and Ibbitson, J. (2019). Empty Planet: The Shock of Global Population Decline. New York: Crown.Google Scholar
Broadbent, J. and Laughlin, R. (2001). Public service professionals and the New Public Management: Control of the professions in the public services. In McLaughlin, K., Osborne, S. P. and Ferlie, E. (eds.), New Public Management: Current Trends and Future Prospects. Abingdon: Routledge, pp. 95–108.Google Scholar
Broady, E. (2020). Language learning in the UK: Taking stock. The Language Learning Journal 48(5): 501–7.Google Scholar
Butler, W. (1799). Memoirs of Mark Hildesley, D. D. Lord Bishop of Sodor and Mann, and Master of Sherburn Hospital; under whose auspices the Holy Scriptures were translated into the Manks Language. London: J. Nichols.Google Scholar
Carruthers, J. and Nandi, A. (2020). Supporting speakers of community languages: A case study of policy and practice in primary schools. Current Issues in Language Planning 22(3): 269–89.Google Scholar
CILT. (2005). Language Trends 2005: Community Language Learning in England, Wales and Scotland. CILT, CILT Cymru and Scottish CILT. http://image.guardian.co.uk/sys-files/Education/documents/2005/09/22/communitylangs.pdf.Google Scholar
Clyne, M. (1991). Community Languages: The Australian Experience. Cambridge: Cambridge University Press.Google Scholar
CoE (Council of Europe). (2005). Language Education Policy Profile Country Report: Ireland. https://rm.coe.int/language-education-policy-profile-ireland-country-report/16807b3b49.Google Scholar
CoE (Council of Europe). (2009). Language Education Policy Profiles: A Transversal Analysis: Trends and Issues. https://rm.coe.int/language-education-policy-profiles-a-transversal-analysis-trends-and-i/16807b3c3f.CrossRefGoogle Scholar
Conama, J. B. (2019). ‘Ah, that’s not necessary, you can read English instead’: An analysis of state language policy concerning Irish sign language and its effects. In De Meulder, M., Murray, J. and McKee, R. (eds.), The Legal Recognition of Sign Languages: Advocacy and Outcomes Around the World. Bristol: Multilingual Matters, pp. 19–35.Google Scholar
Corker, M. (2000). Disability politics, language planning and inclusive social policy. Disability & Society 15(3): 445–62.CrossRefGoogle Scholar
Coulter, C. and Arqueros-Fernández, F. (2020). The distortions of the Irish ‘recovery’. Critical Social Policy 40(1): 89–107.CrossRefGoogle Scholar
Coupland, N. (2011). Welsh linguistic landscapes ‘from above’ and ‘from below’. In Jaworski, A. and Thurlow, C. (eds.), Semiotic Landscapes: Image, Space, Text. London: Continuum, pp. 77–101.CrossRefGoogle Scholar
Cunliffe, D. (2019). Minority languages and social media. In Hogan-Brun, G. and O’Rourke, B. (eds.), The Palgrave Handbook of Minority Languages and Communities. Basingstoke: Palgrave Macmillan, pp. 451–80.CrossRefGoogle Scholar
Cushing, I. (2020). The policy and policing of language in schools. Language in Society 49(3): 425–50.CrossRefGoogle Scholar
DE (Department of Education). (2012). Languages for the Future: Northern Ireland Languages Strategy – Final Report. www.education-ni.gov.uk/sites/default/files/publications/de/languages-for-the-future.pdf.Google Scholar
DEL (Department for Employment and Learning). (2010). Statistical Bulletin – Qualifications Gained at UK Higher Education Institutions: Northern Ireland Analysis 2009/10. www.economy-ni.gov.uk/sites/default/files/publications/del/HE-Qualifications-gained-0910.pdf.Google Scholar
Demie, F., McDonald, J. and Hau, A. (2016). Language Diversity and Attainment in Secondary Schools. Lambeth Research and Statistics Unit. https://www.lambeth.gov.uk/sites/default/files/2021-06/language_diversity_and_attainment_in_secondary_schools_in_england_2017.pdf.Google Scholar
DES (Department of Education and Skills). (2017). Languages Connect: Ireland’s Strategy for Foreign Languages in Education 2017–2026. https://assets.gov.ie/47794/d324b1efe66c433aa6a1cee0db0e7c56.pdf.Google Scholar
Desai, M. (2014). Marx, Keynes and Hayek and the Great Recession of 2008. In Bellofiore, R. and Vertova, G. (eds.), The Great Recession and the Contradictions of Contemporary Capitalism. Cheltenham: Elgar, pp. 50–64.Google Scholar
DfE (Department for Education). (2019). Statement from the Qualification Regulators on Changes to GCSEs, AS and A Levels. https://www.gov.uk/government/publications/gcse-and-a-level-differences-in-england-wales-and-northern-ireland/statement-from-the-qualification-regulators-on-changes-to-gcses-as-and-a-levels.CrossRefGoogle Scholar
DfE (Dept for Education). (2021). More Young People Are Taking STEM Subjects Than Ever Before. https://educationhub.blog.gov.uk/2021/02/09/more-young-people-are-taking-stem-subjects-than-ever-before.Google Scholar
DfES (Department for Education and Skills). (2002). Languages for All: Languages for Life – A Strategy for England. https://dera.ioe.ac.uk/6364/7/DfESLanguagesStrategy_Redacted.pdf.Google Scholar
DJE (Department of Justice and Equality). (2008). The Migrant Integration Strategy: A Blueprint for the Future. https://web.archive.org/web/20170429063005/www.justice.ie/en/JELR/Migrant_Integration_Strategy_English.pdf/Files/Migrant_Integration_Strategy_English.pdf.Google Scholar
Dobson, A. (2018). Towards ‘MFL for all’ in England: A historical perspective. The Language Learning Journal 46(1): 71–85.Google Scholar
Doughty, H. and Spöring, M. (2018). Modern languages in Scotland in the context of Brexit. In Kelly, M. (ed.), Languages after Brexit: How the UK Speaks to the World. Basingstoke: Palgrave Macmillan, pp. 137–47.Google Scholar
Downes, E. J. (2021). Language Rights of Sign Language Peoples in the United Kingdom and United States: The Disability Paradigm versus the Protected Minority Language Paradigm. Masters essay, University of Essex. http://dx.doi.org/10.13140/RG.2.2.28533.29923.Google Scholar
Driscoll, P., Earl, J. and Cable, C. (2013). The role and nature of the cultural dimension in primary modern languages. Language, Culture and Curriculum 26(2): 146–60.Google Scholar
Dukelow, F. (2011). Economic crisis and welfare retrenchment: Comparing Irish policy responses in the 1970s and 1980s with the present. Social Policy & Administration 45(4): 408–29.Google Scholar
Edwards, A., Tanner, D. and Carlin, P. (2011). The Conservative governments and the development of Welsh language policy in the 1980s and 1990s. The Historical Journal 54(2): 529–51.CrossRefGoogle Scholar
Ellis, P. B. (1974). The Cornish Language and Its Literature. Abingdon: Routledge.CrossRefGoogle Scholar
Ellis, P. B. (1987). A Dictionary of Irish Mythology. London: Constable and Company. https://archive.org/details/dictionaryofiris0000elli.Google Scholar
Fagan, M. (2021). New initiative to give primary school pupils a taste for languages. Irish Examiner, May 31. https://irishexaminer.com/news/arid-40302059.html.CrossRefGoogle Scholar
Furnivall, F. J. (ed.) (1870). The fyrst boke of the introduction of knowledge made by Andrew Borde, of physycke doctor. A compendyous regyment; or, A dyetary of helth made in Mountpyllier, edited with a life of Andrew Boorde, and large extracts from his Breuyary. London: Trübner & Co. https://archive.org/details/fyrstbokeofintro00boorrich.Google Scholar
Gaiser, L. and Hughes, P. (2015). Language Provisions in Manchester’s Supplementary Schools. University of Manchester. http://mlm.humanities.manchester.ac.uk/wp-content/uploads/2015/12/Language-provisions-in-Manchester-supplementary-schools.pdf.Google Scholar
Gasiorowska, M. (2020). Foreign language education policy in Ireland: A discourse-historical analysis. TEANGA 27: 128–46.CrossRefGoogle Scholar
Gibson, M. (2007). Multilingualism. In Britain, D. (ed.), Language in the British Isles, 2nd ed. Cambridge: Cambridge University Press, pp. 257–75.Google Scholar
Government of Ireland. (2010). 20-Year Strategy for the Irish Language. https://www.gov.ie/en/policy-information/2ea63-20-year-strategy-for-the-irish-language/.Google Scholar
Greider, J. C. (2013). The English Bible: Translations and History. Bloomington. IN: Xlibris.CrossRefGoogle Scholar
Griffiths, R. A. (1993). The Later Middle Ages (1290–1485). In Morgan, K. O., (ed.), The Oxford History of Britain. Oxford: Oxford University Press, pp. 193–256.Google Scholar
Guy, J. (1993). The Tudor Age (1485–1603). In Morgan, K. O. (ed.), The Oxford History of Britain. Oxford: Oxford University Press, pp. 256–326.CrossRefGoogle Scholar
Harnden, J. (2019). The TRUE COST of £ducation An Evidence-Based Assessment of the Level of Funding Needed by Schools in England. Association of School and College Leaders. https://www.ascl.org.uk/ASCL/media/ASCL/Our%20view/Campaigns/The-True-Cost-of-Education.pdf.Google Scholar
Hawkins, O. and Moses, A. (2016). Polish Population of the United Kingdom. House of Commons Briefing Paper CBP7660. https://researchbriefings.files.parliament.uk/documents/CBP-7660/CBP-7660.pdf.Google Scholar
Hayek, F. (1944). The Road to Serfdom. Chicago, IL: University of Chicago Press.CrossRefGoogle Scholar
Henderson, L. and Carruthers, J. (2022). Socio-economic factors, school type and the uptake of languages: Northern Ireland in the wider UK context. The Language Learning Journal 50(6): 712–31. https://doi.org/10.1080/09571736.2021.1888151.CrossRefGoogle Scholar
Higham, G. (2020). Migrants, Multilingualism and the Welsh Language. British Council. https://wales.britishcouncil.org/en/blog/migrants-multilingualism-and-welsh-language.Google Scholar
Hinton, L. (2003). Language revitalization. Annual Review of Applied Linguistics 23: 44–57.Google Scholar
Home Office. (2016). A2 English Language Requirement for the Family Route: Statement of Intent Regarding Changes to the Immigration Rules. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/565187/A2-_English_language-_statement_of_intent.pdf.Google Scholar
Huws, C. F. (2006). The Welsh Language Act 1993: A measure of success? Language Policy 5: 141–60.CrossRefGoogle Scholar
Hyndman, N. and McGeough, F. (2008). NPM and performance measurement: A comparative study of the public sectors in Ireland and the UK. The Irish Accounting Review 15(2): 5–46.CrossRefGoogle Scholar
Jaffe, A. (2004). Language rights and wrongs: A commentary. In Freeland, J. and Patrick, D. (eds.), Language Rights and Language Survival: Sociolinguistic and Sociocultural Perspectives. Manchester: St. Jerome Press, pp. 273–82.Google Scholar
Jantunen, T., Rousi, R., Rainò, P., Turunen, M., Valipoor, M. M. and García, N. (2021). Is there any hope for developing automated translation technology for sign languages? In Hämäläinen, M., Partanen, N. and Alnajjar, K. (eds.), Multilingual Facilitation. Helsinki: University of Helsinki, pp. 61–73. https://doi.org/10.31885/9789515150257.Google Scholar
Jeffries, L. and Walker, B. (2017). Keywords in the Press: The New Labour Years. London: Bloomsbury Academic.Google Scholar
Jerrim, J. and Shure, N. (2016). Achievement of 15-Year-Olds in Wales: PISA 2015 National Report. London: UCL Institute of Education. http://dera.ioe.ac.uk/27969/1/161206-pisa-2015-en.pdf.Google Scholar
Johansson, M. and Śliwa, M. (2016). ‘It is English and there is no alternative’: Intersectionality, language and social/organizational differentiation of Polish migrants in the UK. Gender, Work & Organization 23(3): 296–309.CrossRefGoogle Scholar
Johnston, P. A. (2007). Scottish English and Scots. In Britain, D. (ed.), Language in the British Isles, 2nd ed. Cambridge: Cambridge University Press, pp. 105–21.Google Scholar
Jones, C. (2006). English Pronunciation in the Eighteenth and Nineteenth Centuries. Basingstoke: Palgrave.Google Scholar
Jones, C. (2010). Nationality and standardisation in eighteenth-century Scotland. In Hickey, R. (ed.), Eighteenth-Century English: Ideology and Change. Cambridge: Cambridge University Press, pp. 221–34.Google Scholar
Jones, H. (2007). Speaking Welsh and Migration from Wales to England. Poster presented to British Society for Population Studies 2007. www.lse.ac.uk/socialPolicy/Researchcentresandgroups/BSPS/pdfs/2007_posters_Jones.pdf.Google Scholar
Jones, M. C. (1998). Language Obsolescence and Revitalization: Linguistic Change in Two Sociolinguistically Contrasting Welsh Communities. Oxford: Clarendon Press.CrossRefGoogle Scholar
Khleif, B. B. (1979). Language as an ethnic boundary in Welsh–English relations. International Journal of the Sociology of Language 20: 59–74.Google Scholar
King, L. (2011). Overview of the national languages strategy 2003–2011. https://www.promotinglanguagepolicy.org/_files/ugd/8b7f37_50e5d29566794f36937e04f7e85f43cc.pdf.CrossRefGoogle Scholar
Kircher, R. and Fox, S. (2018). Attitudes towards Multicultural London English: Implications for attitude theory and language planning. Journal of Multilingual and Multicultural Development 40(10): 847–64.Google Scholar
Kitchin, R., O’Callaghan, C., Boyle, M., Gleeson, J. and Keaveney, J. (2012). Placing neoliberalism: The rise and fall of Ireland’s Celtic Tiger. Environment and Planning A 44: 1302–26.Google Scholar
Lamb, T. (2001). Language policy in multilingual UK. Language Learning Journal 23(1): 4–12.CrossRefGoogle Scholar
Lanvers, U. (2011). Language education policy in England: Is English the elephant in the room? Apples – Journal of Applied Language Studies 5(3): 63–78.Google Scholar
Lawson, R. and Sayers, D. (eds.) (2016). Sociolinguistic Research: Application and Impact. Abingdon: Routledge.CrossRefGoogle Scholar
Le Grand, J. (2007). The Other Invisible Hand: Delivering Public Services through Choice and Competition. Princeton, NJ: Princeton University Press.CrossRefGoogle Scholar
Lewis, H. and Royles, E. (2018). Language revitalisation and social transformation: Evaluating the language policy frameworks of sub-state governments in Wales and Scotland. Policy & Politics 46(3): 503–29.Google Scholar
LGA (Local Government Association). (2018). Local Government Funding: Moving the Conversation On. London: LGA. https://www.local.gov.uk/sites/default/files/documents/5.40_01_Finance%20publication_WEB_0.pdf.Google Scholar
Long, R., Danechi, S. and Loft, P. (2020). Language Teaching in Schools (England). House of Commons Briefing Paper 07388. https://researchbriefings.files.parliament.uk/documents/CBP-7388/CBP-7388.pdf.Google Scholar
Lytra, V. (2014). Multilingualism, multimodality and media engagement in classroom talk and action. In Androutsopoulos, J. (ed.), Mediatization and Sociolinguistic Change. Berlin: De Gruyter, pp. 245–68.Google Scholar
Mac Giolla Chríost, D. (2005). The Irish Language in Ireland: From Goídel to Globalisation. Abingdon: Routledge.CrossRefGoogle Scholar
Madgwick, P. and Rawkins, P. (1982). The Welsh language in the policy process. In Madgwick, P. and Rose, R. (eds.), The Territorial Dimension in United Kingdom Politics. Basingstoke: Macmillan, pp. 67–99.Google Scholar
Martin, S. (2002). Best value: New Public Management or new direction? In McLaughlin, K., Osborne, S. P. and Ferlie, E. (eds.), New Public Management: Current Trends and Future Prospects. Abingdon: Routledge, pp. 129–40.CrossRefGoogle Scholar
McKendry, E. (2016). Languages in Northern Ireland education: A brief overview. TEANGA 24: 91–9.Google Scholar
McLelland, N. (2018). The history of language learning and teaching in Britain. The Language Learning Journal 46(1): 6–16.Google Scholar
McMahon, T. G. (2021). Separate and together: State histories in the twentieth century. In Fox, R., Cronin, M. and Conchubhair, B. Ó (eds.), Routledge International Handbook of Irish Studies. Abingdon: Routledge, pp. 59–68.Google Scholar
Meredith, R. (2015). Primary languages programme stopped in Northern Ireland. BBC News, 31 March. http://bbc.co.uk/news/education-32136926.Google Scholar
Miękisz, A., Haman, E., Łuniewska, M., Kuś, K., O’Toole, C. and Katsos, N. (2017). The impact of a first-generation immigrant environment on the heritage language: Productive vocabularies of Polish toddlers living in the UK and Ireland. International Journal of Bilingual Education and Bilingualism 20(2): 183–200.CrossRefGoogle Scholar
Mjøset, L. (1992). The Irish Economy in Comparative Institutional Perspective. Dublin: National Economic and Social Council.Google Scholar
Moriarty, M. (2014). Contesting language ideologies in the linguistic landscape of an Irish tourist town. International Journal of Bilingualism 18(5): 464–77.Google Scholar
Moskal, M. (2016). Language and cultural capital in school experience of Polish children in Scotland. Race, Ethnicity and Education 19(1): 141–60.Google Scholar
Nihtinen, A. L. K. (2005). Scotland’s linguistic past and present: Paradoxes and consequences. Studia Celtica Fennica 2: 118–37.Google Scholar
Nuffield Foundation. (2000). Languages: the Next Generation. Final report and recommendations of The Nuffield Languages Inquiry. https://nuffieldfoundation.org/wp-content/uploads/2019/11/languages_finalreport.pdf.CrossRefGoogle Scholar
Ó Baoill, D. P. (1988). Language planning in Ireland: The standardization of Irish. International Journal of the Sociology of Language 70: 109–26.CrossRefGoogle Scholar
Ó Ceallaigh, B. (2019). Neoliberalism and Language Shift: The Great Recession and the Sociolinguistic Vitality of Ireland’s Gaeltacht, 2008–18. PhD thesis, University of Edinburgh. http://dx.doi.org/10.7488/era/434.CrossRefGoogle Scholar
Ó Conchubhair, B. (2021). The Irish language and the Gaeltachtaí: Illiberalism and neoliberalism. In Fox, R., Cronin, M. and Conchubhair, B. Ó (eds.), Routledge International Handbook of Irish Studies. Abingdon: Routledge, pp. 77–95.CrossRefGoogle Scholar
Ó hIfearnáin, T. (2015). Back to the future: Standard and language standards in contemporary Manx Gaelic. Sociolinguistica 29(1): 99–120.CrossRefGoogle Scholar
Ó Muircheartaigh, P. (2015). Gaelic Dialects Present and Past: A Study of Modern and Medieval Dialect Relationships in the Gaelic Languages. PhD dissertation, University of Edinburgh. http://hdl.handle.net/1842/20473.Google Scholar
Ó Murchadha, N. and Ó hIfearnáin, T. (2018). Converging and diverging stances on target revival varieties in collateral languages: The ideologies of linguistic variation in Irish and Manx Gaelic. Journal of Multilingual and Multicultural Development 39(5): 458–69.Google Scholar
Ó Riagáin, P. (2002). The Consequences of Demographic Trends for Language Learning and Diversity. Council of Europe: Language Policy Division. https://rm.coe.int/the-consequences-of-demographic-trends-for-language-learning-and-diver/1680886eb2.Google Scholar
Ó Riagáin, P. (ed.) (2009). International Norms and Domestic Language Policies: The Republic of Ireland and the EU. Frankfurt: Peter Lang.Google Scholar
O’Connell, H. (2012). Government criticised over scrapping of modern languages scheme. The Journal, 11 June. https://thejournal.ie/government-criticised-over-scrapping-of-modern-languages-scheme-482946-Jun2012.CrossRefGoogle Scholar
OECD. (2008). Ireland: Towards an Integrated Public Service. OECD Public Management Reviews. https://doi.org/10.1787/9789264043268-en.Google Scholar
Parrish, A. (2020). Modern foreign languages: Decision-making, motivation and 14–19 schools. Cambridge Journal of Education 50(4): 469–81.Google Scholar
Paton, R. (1998). The ‘Managerial State’ as an Environment for Social Enterprises. Paper presented at the Centre for Voluntary Organisations, London School of Economics.CrossRefGoogle Scholar
Peterkin, T. (2020). Bord na Gaidhlig: MSPs accuse Scottish Government of failing to avert ‘shambles’. The Press and Journal, 24 September. https://pressandjournal.co.uk/fp/news/politics/scottish-politics/2517076.Google Scholar
Pool, J. (1979). Language planning and identity planning. International Journal of the Sociology of Language 20: 5–21.Google Scholar
Puttenham, G. (1589). The Arte of English Poesie. London: Richard Field. https://archive.org/details/arteofenglishpoe00putt.Google Scholar
Quandt, L. C. and Willis, A. S. (2021). Earlier and more robust sensorimotor discrimination of ASL signs in deaf signers during imitation. Language, Cognition and Neuroscience 36(10): 1281–97. https://doi.org/10.1080/23273798.2021.1925712.Google Scholar
Radnor, Z. (2008). Hitting the target and missing the point? Developing an understanding of organizational gaming. In Van Dooren, W. and Van de Walle, S. (eds.), Performance Information in the Public Sector: How It Is Used. Basingstoke: Palgrave Macmillan, pp. 94–105.Google Scholar
Raworth, K. (2017). Why it’s time for Doughnut Economics. IPPR Progressive Review 24(3): 216–22. https://doi.org/10.1111/newe.12058.CrossRefGoogle Scholar
Rhys, M. and Thomas, E. M. (2013). Bilingual Welsh–English children’s acquisition of vocabulary and reading: Implications for bilingual education. International Journal of Bilingual Education and Bilingualism 16(6): 633–56.Google Scholar
Ricento, T. and Hornberger, N. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly 30(3): 401–27.Google Scholar
Sayers, D. (2015). Getting past the ‘indigenous’ vs. ‘immigrant’ language debate. Language on the Move. https://languageonthemove.com/getting-past-the-indigenous-vs-immigrant-language-debate.CrossRefGoogle Scholar
Sayers, D. (2016). Exploring the enigma of Welsh language policy (or, How to pursue impact on a shoestring). In Lawson, R. and Sayers, D. (eds.), Sociolinguistic Research: Application and Impact. Abingdon: Routledge, pp. 195–214.Google Scholar
Sayers, D. (2017). Cornish language funding 2010–2016 as a political ‘bribe’. Academia. https://academia.edu/31944206.Google Scholar
Sayers, D. and Láncos, P. L. (2017). (Re)defining linguistic diversity: What is being protected in European language policy? SKY Journal of Linguistics 30: 35–73.Google Scholar
Sayers, D. and Renkó-Michelsén, Z. (2015). Phoenix from the ashes: Reconstructed Cornish in relation to Einar Haugen’s four-step model of language standardisation. Sociolinguistica 29(1): 17–38.Google Scholar
Sayers, D., Sousa-Silva, R., Höhn, S. et al. (2021). The Dawn of the Human-Machine Era: A Forecast of New and Emerging Language Technologies. Report for EU COST Action CA19102 Language in the Human-Machine Era. https://doi.org/10.17011/jyx/reports/20210518/1.Google Scholar
Schedler, K. and Proeller, I. (2002). The New Public Management: A perspective from mainland Europe. In McLaughlin, K., Osborne, S. P. and Ferlie, E. (eds.), New Public Management: Current Trends and Future Prospects. Abingdon: Routledge, pp. 163–80.Google Scholar
Scheppele, K. L. (2019). Autocracy under cover of the transnational legal order. In Shaffer, G., Ginsburg, T. and Halliday, T. C. (eds.), Constitution-Making and Transnational Legal Order. Cambridge: Cambridge University Press, pp. 188–233.Google Scholar
Scottish Executive. (2004). A Curriculum For Excellence: The Curriculum Review Group. Edinburgh: Scottish Executive. https://web.archive.org/web/20240603075947/https://education-uk.org/documents/pdfs/2004-scottish-curriculum-review.Google Scholar
Scottish Government. (2012). Language Learning in Scotland: A 1+2 Approach – The Scottish Government’s Response to the Report of the Languages Working Group. https://web.archive.org/web/20231117131354/http://www.gov.scot/publications/1-2-language-learning-policy-scottish-gov-response/.Google Scholar
Scottish Government. (2019). 1+2 Languages Implementation: Findings from the 2019 Local Authority Survey. http://www.gov.scot/publications/12-languages-implementation-findings-2019-local-authority-survey/.Google Scholar
Scottish Government. (2021). A Scotland for the Future: Opportunities and Challenges of Scotland’s Changing Population. http://web.archive.org/web/20240603082010/https://www.gov.scot/publications/scotland-future-opportunities-challenges-scotlands-changing-population/.Google Scholar
Sebba, M. (1998). Orthography as Practice and Ideology: The Case of Manx. Lancaster Centre for Language in Social Life Working Papers 102. http://eprints.lancs.ac.uk/60448/1/clsl102.pdf.Google Scholar
Selleck, C. (2013). Inclusive policy and exclusionary practice in secondary education in Wales. International Journal of Bilingualism and Bilingual Education 16(1): 20–41.CrossRefGoogle Scholar
Sibieta, L. (2018). Comparing Schools Spending Per Pupil in Wales and England. London: Institute for Fiscal Studies. https://ifs.org.uk/publications/13144.Google Scholar
Sibieta, L. (2020). Review of School Spending in Wales: Building in Evidence, Fairness, Transparency and Clear Expectations. Cardiff: Welsh Government. https://web.archive.org/web/20240603082044/https://www.gov.wales/sites/default/files/publications/2020-10/review-of-school-spending-in-wales.pdf.CrossRefGoogle Scholar
Skutnabb-Kangas, T. (2002). Marvelous human rights rhetoric and grim realities: Language rights in education. Journal of Language, Identity, and Education 1(3): 179–205.CrossRefGoogle Scholar
Smith, J. (2018). Identity and Instrumentality: History in the Scottish school curriculum, 1992–2017. Historical Encounters 5(1): 31–45.CrossRefGoogle Scholar
Spenser, E. (1596 [1809]). A View of the State of Ireland. Dublin: Hibernia Press. https://archive.org/details/viewofstateofire00spenuoft.CrossRefGoogle Scholar
SQA (Scottish Qualifications Authority). (2015). Arrangements for the Scottish Baccalaureate in Languages. www.sqa.org.uk/sqa/files_ccc/Final%20Arrangements%20for%20Baccalaureate%20in%20Languages.pdf.Google Scholar
Steer, P. (2015). Why We Can’t Go on Like This: Language Qualifications in the UK. Cambridge University Assessment Network Research article. https://www.cambridgeassessment.org.uk/insights/why-we-cant-go-on-like-this-language-qualifications-in-the-uk/.Google Scholar
Strand, S., Malmberg, L. and Hall, J. (2015). English as an Additional Language and Educational Achievement in England: An Analysis of the National Pupil Database. Report in Oxford University Research Archive. https://ora.ox.ac.uk/objects/uuid:5fe64adb-a4b8-465c-aa9c-0e80697e28bb.CrossRefGoogle Scholar
Stubbs, M. (1991). Educational language planning in England and Wales: Multicultural rhetoric and assimilationist assumptions. In Coulmas, F. (ed.), A Language Policy for the European Community. Berlin: Mouton de Gruyter, pp. 215–39.CrossRefGoogle Scholar
Tinsley, T. (2012). Association for Language Learning: Briefing Note re Asset Languages. https://all-languages.org.uk/wp-content/uploads/2016/07/Briefing-note-re-Asset-Languages.pdf.Google Scholar
Tooze, A. (2018). Crashed: How a Decade of Financial Crises Changed the World. New York: Viking.CrossRefGoogle Scholar
UCAS. (2008). Expert Group Report for Award Seeking Permission to the UCAS Tariff: OCR Asset Language Advanced Stage Speaking, Listening, Reading and Writing Qualifications. www.ucas.com/sites/default/files/asset-lang.pdf.Google Scholar
van Bismarck, O. (1895). Fürst Bismarck: Neue Tischgespräche und Interviews, Vol. 1. Stuttgart: Deutsche Verlags-Anstalt.Google Scholar
Ward, W. R. (2006). Evangelical awakenings in the North Atlantic world. In Brown, S. J. and Tackett, T. (eds.), Cambridge History of Christianity, Vol. VII. Cambridge: Cambridge University Press, pp. 329–47.Google Scholar
Welsh Assembly. (2013). Answers to the Written Assembly Questions for Answer on 13 May 2013. Cardiff: National Assembly for Wales. https://web.archive.org/web/20240603082556/https://senedd.wales/media/d0jgsm4d/waq20130513-english.pdf.CrossRefGoogle Scholar
Wilson, D. (2001). Local government: Balancing diversity and uniformity. Parliamentary Affairs 54(2): 289–307.Google Scholar
Wilson, T. (1724). The Many Advantages of a Good Language to Any Nation: With an Examination of the Present State of Our Own: as Also, an Essay towards Correcting Some Things That Are Wrong in It. London: Knapton & Co.CrossRefGoogle Scholar
References
Alexander, R. (2018). Developing dialogic teaching: Genesis, process, trial. Research Papers in Education 33(5): 561–98.Google Scholar
Alim, H. S., Rickford, J. R. and Ball, A. F. (eds.) (2016). Raciolinguistics: How Language Shapes Our Ideas about Race. New York: Oxford University Press.CrossRefGoogle Scholar
Baker-Bell, A. (2020). Linguistic Justice: Black Language, Literacy, Identity and Pedagogy. London: Routledge.CrossRefGoogle Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S. and Finegan, E. (1999). Longman Grammar of Spoken and Written English. Harlow: Longman.Google Scholar
Block, D. (2018). The political economy of language education (or the lack thereof): Nancy Fraser and the case of translanguaging. Critical Inquiry in Language Studies 15(4): 237–57.Google Scholar
Blommaert, J. (1999). The debate is open. In Blommaert, J. (ed.), Language Ideological Debates. Berlin: Mouton de Gruyter, pp. 1–38.CrossRefGoogle Scholar
Brumfit, C. (1992). The Oxford Companion to the English Language. Oxford: Oxford University Press.Google Scholar
Carter, R. (1990). Introduction. In Carter, R. (ed.), Knowledge about Language and the Curriculum. London: Hodder & Stoughton, pp. 1–20.Google Scholar
Carter, R. (1996). Politics and knowledge about language: The LINC Project. In Hasan, R. and Williams, G. (eds.), Literacy in Society. Harlow: Longman, pp. 1–8.CrossRefGoogle Scholar
Cheshire, J. (1982a). Variation in an English Dialect: A Sociolinguistic Study. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Cheshire, J. (1982b). Dialect features and linguistic conflict in schools. Educational Review 34(1): 53–67.Google Scholar
Cheshire, J. and Edwards, V. (1991). Schoolchildren as sociolinguistic researchers. Language and Education 3: 225–49.Google Scholar
Clark, U. (1994). Bringing English to order: A personal account of the NCC English Evaluation Project. English in Education 28(1): 33–8.Google Scholar
Clark, U. (2010). The problematics of prescribing grammatical knowledge: The case of England. In Locke, T. (ed.), Beyond the Grammar Wars. London: Routledge.Google Scholar
Constantinou, F. and Chambers, L. (2020). Non-standard English in UK students’ writing over time. Language and Education 34(1): 22–35.Google Scholar
Coupland, N. (2000). Sociolinguistic prevarication about ‘standard English’. Journal of Sociolinguistics 4(4): 622–34.Google Scholar
Coupland, N. (2007). Style: Language Variation and Identity. Cambridge: Cambridge University Press.Google Scholar
Cox, C. B. (1991). Cox on Cox: English Curriculum for the 90’s: English Curriculum for the 1990’s. London: Hodder & Stoughton.CrossRefGoogle Scholar
Crinson, J. and Williamson, J. (2004). Non-standard dialect in the formal speech of 15-year-olds on Tyneside. Language and Education 18(3): 207–19.CrossRefGoogle Scholar
Crowley, T. (1999). Curiouser and curiouser: Falling standards in the Standard English Debate. In Bex, T. and Watts, R. J. (eds.), Standard English: The Widening Debate. Abingdon: Routledge, pp. 271–82.CrossRefGoogle Scholar
Crowley, T. (2003). Standard English and the Politics of Language. Basingstoke: Palgrave Macmillan.Google Scholar
Crystal, D. (2006). The Fight for English: How Language Pundits Ate, Shot, and Left. Oxford: Oxford University Press.CrossRefGoogle Scholar
Cushing, I. (2020a). The policy and policing of language in schools. Language in Society 49(3): 425–50.Google Scholar
Cushing, I. (2020b). Power, policing and language policy mechanisms in schools: A response to Hudson. Language in Society 4(3): 461–75.CrossRefGoogle Scholar
Cushing, I. (2023). Policy mechanisms of the standard language ideology in England’s education system. Journal of Language, Identity & Education 22(3): 279–93. https://doi.org/10.1080/15348458.2021.1877542.Google Scholar
Cushing, I. and Snell, J. (2023). The (white) ears of Ofsted: A raciolinguistic perspective on the listening practices of the schools inspectorate. Language in Society 52(3): 363–86.Google Scholar
DES (Department of Education and Science). (1975). A Language for Life: Report of the Committee of Inquiry Appointed by the Secretary of State for Education and Science under the Chairmanship of Sir Alan Bullock FBA. London: HMSO.Google Scholar
DES (Department of Education and Science). (1988). Report of the Committee of Inquiry into the Teaching of English Language (the Kingman Report). London: HMSO.CrossRefGoogle Scholar
DES (Department of Education and Science). (1989). Report of the English Working Party 5 to 16 (the Cox Report). London: HMSO.CrossRefGoogle Scholar
DfE (Department for Education). (1993). English for Ages 5–16, 1993: Proposals of the Secretary of State for Education and the Secretary of State for Wales (Pascall curriculum). London: HMSO.Google Scholar
DfE (Department for Education). (2013). Teachers’ Standards. London: Department for Education.CrossRefGoogle Scholar
DfE (Department for Education). (2014). The National Curriculum in England: Framework Document. London: Department for Education.CrossRefGoogle Scholar
DfE (Department for Education). (2019). National Curriculum Assessments: Key Stage 2. 2019 (Revised). London: Department for Education.Google Scholar
Flores, N. and Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review 85: 149–71.CrossRefGoogle Scholar
Gal, S. (2016). Labov in anthropology. Journal of Sociolinguistics 20(4): 453–63.CrossRefGoogle Scholar
Godley, A. J., Carpenter, B. D. and Werner, C. A. (2007). ‘I’ll speak in proper slang’: Language ideologies in a daily editing activity. Reading Research Quarterly 42: 100–31.Google Scholar
Harris, R. (1995). Disappearing language: Fragments and fractures between speech and writing. In Mace, J. (ed.), Literacy, Language and Community Publishing: Essays in Adult Education. Clevedon: Multilingual Matters, pp. 118–44.CrossRefGoogle Scholar
Hudson, R. (2020). Comment on ‘The policy and policing of language in schools’ by Ian Cushing. Language in Society 49(3): 451–60.Google Scholar
Hudson, R. and Holmes, J. (1995). Children’s Use of Spoken Standard English. London: School Curriculum and Assessment Authority.CrossRefGoogle Scholar
Ioannidou, E. (2009). Using the ‘improper’ language in the classroom: The conflict between language use and legitimate varieties in education. Evidence from a Greek Cypriot classroom. Language and Education 23(3): 263–78.CrossRefGoogle Scholar
Irvine, J. T. and Gal, S. (2000). Language ideology and linguistic differentiation. In Kroskrity, Paul V. (ed.), Regimes of Language: Ideologies, Polities, and Identities. Santa Fe, NM: School of American Research Press, pp. 35–84.CrossRefGoogle Scholar
Johnson, R. (2015). Policy, Practice and Assessment: Revealing the Relationship between the GCSE English Assessment and Educational Reproduction. PhD dissertation, University of Manchester.CrossRefGoogle Scholar
Labov, W. (1969). The logic of non-standard English. Georgetown Monograph on Languages and Linguistics 22: 1–44.Google Scholar
Labov, W. (1982). Objectivity and commitment in linguistic science: The case of the Black English trial in Ann Arbor. Language in Society 11: 165–201.Google Scholar
Lefstein, A. and Israeli, M. (2015). Applying linguistic ethnography to educational practice: Notes on the interaction of research methods and professional sensibilities. In Snell, J., Shaw, S. and Copland, F. (eds.), Linguistic Ethnography: Interdisciplinary Explorations. London: Palgrave, pp. 187–206.CrossRefGoogle Scholar
Lefstein, A. and Snell, J. (2014). Better Than Best Practice: Developing Teaching and Learning through Dialogue. London: Routledge.CrossRefGoogle Scholar
Lewis, M. (2018). A critique of the principle of error correction as a theory of social change. Language in Society 47(3): 325–46.Google Scholar
MacRuairc, G. (2011a). ‘They’re my words – I’ll talk how I like!’ Examining social class and linguistic practice among primary school children. Language and Education 25: 535–59.CrossRefGoogle Scholar
MacRuairc, G. (2011b). Where words collide: Social class, school and linguistic discontinuity. British Journal of Sociology of Education 32: 541–61.Google Scholar
Marshall, B. (2011). English in the National Curriculum: A simple redraft or a major rewrite? Curriculum Journal 22(2): 187–99.Google Scholar
Mercer, N. (2008). Talk and the development of reasoning and understanding. Human Development 51: 90–100.CrossRefGoogle Scholar
Milroy, J. (1999). The consequences of standardisation in descriptive linguistics. In T. Bex, and Watts, R. J. (eds.), Standard English: The Widening Debate. Abingdon: Routledge, pp. 16–39.CrossRefGoogle Scholar
Moore, E. (2012). The social life of style. Language and Literature 21(1): 66–83.CrossRefGoogle Scholar
Moore, E. (2019). Michael Gove’s grammar: Former education minister is gonna rue the day he used Nonstandard English. The Conversation. https://theconversation.com/michael-goves-grammar-former-education-minister-is-gonna-rue-the-day-he-used-non-standard-english-125603.CrossRefGoogle Scholar
Moore, E. (2021). The social meaning of syntax. In Hall-Lew, L., Moore, E. and Podesva, R. (eds.), Social Meaning and Linguistic Variation: Theorizing the Third Wave. Cambridge: Cambridge University Press, pp. 54–79.CrossRefGoogle Scholar
Moore, E. and Podesva, R. (2009). Style, indexicality, and the social meaning of tag questions. Language in Society 38(4): 447–85.Google Scholar
Myhill, D. (2021). Grammar re-imagined: Foregrounding understanding of language choice in writing. English in Education 55(3): 265–78.Google Scholar
Netz, H., Yitzhaki, D. and Lefstein, A. (2018). Language corrections and language ideologies. Language and Education 32(4): 350–70.CrossRefGoogle Scholar
Piestrup, A. (1973). Black Dialect Interference and Accommodation of Reading Instruction in First Grade. Berkeley, CA: Monographs of the Language-Behaviour Research Laboratory.CrossRefGoogle Scholar
Pietikäinen, S. (2016). Critical debates: Discourse, boundaries and social change. In Coupland, N. (ed.), Sociolinguistics: Theoretical Debates. Cambridge: Cambridge University Press, pp. 263–81.Google Scholar
Rampton, B. (2006). Language in Late Modernity: Interaction in an Urban School. Cambridge: Cambridge University Press.Google Scholar
Resnick, L. B., Asterhan, C. and Clarke, S. (eds.) (2015). Socializing Intelligence through Academic Talk and Dialogue. Washington, DC: American Educational Research Association.Google Scholar
Rosa, J. (2018). Looking Like a Language, Sounding Like a Race: Raciolinguistic Ideologies and the Learning of Latinidad. Oxford: Oxford University Press.Google Scholar
Rosa, J. and Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society 46(5): 621–47.Google Scholar
Smitherman, G. (2017). Raciolinguistics, ‘mis-education,’ and language arts teaching in the 21st century. Languages Arts Journal of Michigan 32(2): 4–12.Google Scholar
STA (Standards and Testing Agency). (2018). Teacher Assessment Frameworks at the End of Key Stage 2. London: Standards and Testing Agency.CrossRefGoogle Scholar
Snell, J. (2010). From sociolinguistic variation to socially strategic stylisation. Journal of Sociolinguistics 14(5): 618–44.CrossRefGoogle Scholar
Snell, J. (2013). Dialect, interaction and class positioning at school: From deficit to difference repertoire. Language and Education 27(2): 110–28.CrossRefGoogle Scholar
Snell, J. (2015). Linguistic ethnographic perspectives on working-class children’s speech: Challenging discourses of deficit. In Snell, J., Copland, F. and Shaw, S. (eds.), Linguistic Ethnography: Interdisciplinary Explorations. London: Palgrave, pp. 225–45.CrossRefGoogle Scholar
Snell, J. (2018a). Critical reflections on the role of the sociolinguist in UK language debates. Language in Society 47(3): 368–74.Google Scholar
Snell, J. (2018b). Solidarity, stance and class identities. Language in Society 47(5): 665–91.CrossRefGoogle Scholar
Snell, J. (2019). Evidence Submitted to the Oracy All-Party-Parliamentary-Group’s ‘Speak for Change’ Inquiry. www.snell.me.uk/wp-content/uploads/JSnell_Speaking_for_Change.pdf.Google Scholar
Snell, J. (in press 2024). Social class and educational inequalities. In E. Moore and C. Montgomery (eds.), Oxford Handbook of British Englishes.Google Scholar
Snell, J. and Andrews, R. (2017). To what extent does a regional dialect and accent impact on the development of reading and writing skills? Cambridge Journal of Education 47(3): 297–313.Google Scholar
Snell, J. and Cushing, I. (2022). ‘A lot of them write how they speak’: Policy, pedagogy, and the policing of non-standard English. Literacy 56(3): 199–211.Google Scholar
Trudgill, P. (1999). Standard English: What it isn’t. In Bex, T. and Watts, R. (eds.), Standard English: The Widening Debate. London: Routledge, pp. 117–28.Google Scholar
Williams, A. (1989a). Dialect in school written work. In Cheshire, J., Edwards, V., Munstermann, H. and Weltens, B. (eds.), Dialect and Education: Some European Perspectives. Clevedon: Multilingual Matters, pp 182–99.CrossRefGoogle Scholar
Williams, A. (1989b). The Influence of Non-Standard Dialect on Children’s School Writing. Unpublished PhD thesis, Birkbeck College, London.Google Scholar
Williams, A. (2007). Non-standard English and education. In Britain, D. (ed.), Language in the British Isles, 2nd ed. Cambridge: Cambridge University Press, pp. 401–16.Google Scholar
Williams, O. (2013). Primary school tells parents to stop children using slang phrases as it is preventing them from learning ‘standard’ English. The Daily Mail, 5 February 2013. www.dailymail.co.uk/news/article-2273821/Middlesbrough-parents-clamp-local-expressions-home-children-learn-standard-English.html#axzz2KWn3AVOG.Google Scholar
Williamson, J. (1990). ‘Divven’t wite that, man’: The influence of Tyneside dialect forms on children’s free writing. Educational Studies 16(3): 251–60.Google Scholar
Williamson, J. (1995). Canny writers: Tyneside dialect and the writing of secondary school students. Educational Studies 21(1): 3–12.CrossRefGoogle Scholar
Williamson, J. and Hardman, F. (1997a). To purify the dialect of the tribe: Children’s use of nonstandard dialect grammar in writing. Educational Studies 23: 157–68.CrossRefGoogle Scholar
Williamson, J. and Hardman, F. (1997b). Those terrible marks of the beast: Nonstandard dialect and children’s writing. Language and Education 11: 287–99.Google Scholar
Willis, P. (1977). Learning to Labour: How Working Class Kids Get Working Class Jobs. Farnborough: Saxon House.Google Scholar
Woolard, K. A. (1998). Language ideology as a field of inquiry. In Schieffelin, B. B., Woolard, K. and Kroskrity, P. V. (eds.), Language Ideologies: Practice and Theory. Oxford: Oxford University Press, pp. 3–47.Google Scholar
Wortham, S. (2006). Learning Identity: The Joint Emergence of Social Identification and Academic Learning. New York: Cambridge University Press.Google Scholar
References
Abdelrazak, M. (2001). Towards More Effective Supplementary and Mother-tongue Schools (in England), 2nd ed. London: Resource Unit for Supplementary and Mother-tongue Schools.Google Scholar
Alleyne, B. (2002). Radicals against Race: Black Activism and Cultural Politics. Oxford: Berg.Google Scholar
Anderson, J., Macleroy, V. and Chung, Y.-C. (2014). Critical Connections: Multilingual Digital Storytelling Project. Handbook for Teachers. London: Goldsmiths. At https://goldsmithsmdst.files.wordpress.com/2014/08/critical-connections-handbook_web.pdf (retrieved 21 August 2020).Google Scholar
Arnaut, K., Blommaert, J., Rampton, B. and Spotti, M. (eds.) (2015). Language and Superdiversity. London: Routledge.CrossRefGoogle Scholar
Arnot, M., Schneider, C., Evans, M., Liu, Y., Welply, O. and Davies-Tutt, D. (2014). School Approaches to the Education of EAL Students. Cambridge: The Bell Foundation.Google Scholar
Ashcroft, R. and Bevir, M. (2019). British multiculturalism after Empire: Immigration, nationality and citizenship. In Ashcroft, R. and Bevir, M. (eds.), Multiculturalism in the British Commonwealth. Berkeley, CA: University of California Press, pp. 25–45.Google Scholar
Audit Commission. (2000). Money Matters: School Funding and Resource Management. London: Audit Office.Google Scholar
Ball, S. J., Maguire, M. and Braun, A. (2012). How Schools Do Policy: Policy Enactments in Secondary Schools. London: Routledge.Google Scholar
Baynham, M., Roberts, C., Cooke, M., Simpson, J., Ananiadou, K., Callaghan, J., McGoldrick, J. and Wallace, C. (2007). Effective Teaching and Learning: ESOL. London: NRDC.Google Scholar
Bernstein, B. (1996). Pedagogizing knowledge: Studies in recontextualisation. In Pedagogy, Symbolic Control and Identity. London: Taylor & Francis, pp. 54–81.Google Scholar
Blackledge, A. (2005). Discourse and Power in a Multilingual World. Amsterdam: John Benjamins.Google Scholar
Blackledge, A. and Creese, A. (eds.) (2014). Heteroglossia as Practice and Pedagogy. Dordrecht: Springer.Google Scholar
Blommaert, J. and Backus, A. (2011). Repertoires revisited: ‘Knowing language’ in Superdiversity. Working Papers in Urban Language and Literacies 67. www.academia.edu/6365319/WP67_Blommaert_and_Backus_2011._Repertoires_revisited_Knowing_language_in_superdiversity.Google Scholar
Blommaert, J. and Rampton, B. (2011). Language and superdiversity: A position paper. Working Papers in Urban Language and Literacies 70. www.academia.edu/6356809/WP70_Blommaert_and_Rampton_2011_Language_and_superdiversity_A_position_paper.Google Scholar
British Academy. (2013). London for Words: The Needs for Languages in UK Diplomacy and Security. London: British Academy.Google Scholar
British Academy. (2019a). Languages in the UK: A Call for Action. London: British Academy.Google Scholar
British Council. (2019). Language Trends: Language Teaching in Primary and Secondary Schools in England. www.britishcouncil.org/sites/default/files/language-trends-2019.pdf (retrieved 21 August 2020).Google Scholar
Broadbent, J. (1984). Towards a programme of in-service teacher training for community language teachers. In Reid, E. (ed.), Minority Community Languages in School. London: CILT, pp. 83–113.Google Scholar
Burman, E. and Miles, S. (2020). Deconstructing supplementary education: From the pedagogy of the supplement to the unsettling of the mainstream. Educational Review 72(1): 3–22.Google Scholar
Carby, H. (1982). Schooling in Babylon. In Centre for Contemporary Cultural Studies (eds.), The Empire Strikes Back: Race and Racism in 70s Britain. London: Hutchinson, pp. 183–211.Google Scholar
Casey, L. (2016). The Casey Review: A Review into Opportunity and Integration. London: Department for Communities and Local Government.Google Scholar
Coard, B. (1971). How the West Indian Child Is Made Educationally Subnormal in the British School System. London: New Beacon Books.Google Scholar
Coffey, S. (2018). Choosing to study modern foreign languages: Discourses of value as forms of capital. Applied Linguistics 39(4): 462–80.Google Scholar
Cooke, M. and Peutrell, R. (eds.) (2019). Brokering Britain, Education Citizens: Exploring ESOL and Citizenship. Bristol: Multilingual Matters.Google Scholar
Cooke, M. and Simpson, J. (2008). ESOL: A Critical Guide. Oxford: Oxford University Press.Google Scholar
Cooke, M. and Simpson, J. (2012). Discourses about linguistic diversity. In Martin-Jones, M., Blackledge, A. and Creese, A. (eds.), The Routledge Handbook of Multilingualism. London: Routledge, pp. 116–30.Google Scholar
Cooke, M., Bryers, D. and Winstanley, B. (2018). ‘Our Languages’: Sociolinguistics in multilingual participatory ESOL. Working Papers in Urban Language and Literacies 234. www.academia.edu/35839204/WP234_Cooke_Bryers_and_Winstanley_2018_Our_Languages_Sociolinguistics_in_multilingual_participatory_ESOL_classes.Google Scholar
Cox, B. (1991). Cox on Cox: An English Curriculum for the 1990’s. London: Hodder & Stoughton.Google Scholar
Cox, C. and Dyson, A. (eds.) (1969). Black Paper One. London: Critical Quarterly Society.CrossRefGoogle Scholar
Creese, A. and Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. The Modern Language Journal 94: 103–15.CrossRefGoogle Scholar
Department for Education and Science (DES). (1975). A Language for Life. (Chair: A. Bullock Report) London: HMSO.CrossRefGoogle Scholar
Department of Education and Science (DES). (1981). West Indian Children in Our Schools: Interim Report of the Committee of Inquiry into the Education of Children from Ethnic Minority Groups. (Chair: A. Rampton) London: HMSO.Google Scholar
Department of Education and Science (DES). (1985). Education for All: The Report of the Committee of Inquiry into the Education of Children from Ethnic Minority Groups. (Chair: L. Swann) London: HMSO.Google Scholar
Department of Education (DfE). (2014). National Curriculum in England: Framework for Key Stages 1 to 4. London: Department for Education. www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4/the-national-curriculum-in-england-framework-for-key-stages-1-to-4 (retrieved 21 August 2020).CrossRefGoogle Scholar
Department of Education (DfE). (2019a). English for Speakers of Other Languages: Access and Progression. London: Department for Education.Google Scholar
Department of Education (DfE). (2019b). Schools, Pupils and Their Characteristics: January 2019. London: Department for Education.Google Scholar
Department of Education (DfE). (2020). English Proficiency of Pupils with English as an Additional Language. London: Department for Education.CrossRefGoogle Scholar
Department for Employment and Education (DfEE). (1998). Education for Citizenship and the Teaching of Democracy in Schools: Final Report of the Advisory Group on Citizenship. (Chair: B. Crick). London: Department for Employment and Education.Google Scholar
Department for Employment and Education (DfEE). (1999). A Fresh Start: Improving Literacy and Numeracy (The Moser Report). London: Basic Skills Agency.Google Scholar
Department for Education and Skills (DfES). (2001). Adult ESOL Core Curriculum. London: Basic Skills Agency.Google Scholar
Dorling, D. and Tomlinson, S. (2019). Rule Britannia: Brexit and the End of Empire. London: Biteback Publishing.Google Scholar
Evans, D. and Gillan-Thomas, K. (2015). Descriptive Analysis of Supplementary School Pupils’ Characteristics and Attainment in Seven Local Authorities in England. London: Paul Hamlyn Foundation.Google Scholar
Foster, D. and Bolton, P. (2018). Adult ESOL in England. London: House of Commons Library.Google Scholar
Gerrard, J. (2013). Self help and protest: The emergence of black supplementary schooling in England. Race Ethnicity and Education 16(1): 32–58.CrossRefGoogle Scholar
Gilroy, P. (2006). Multiculture in times of war: An inaugural lecture given at the London School of Economics. Critical Quarterly 48(4): 27–45.Google Scholar
Goddard, J. and Puukka, J. (2008). The engagement of higher education institutions in regional development: An overview of the opportunities and challenges. Higher Education Management and Policy 20(2): 11–41.Google Scholar
Gooch, B. and Stevenson, A. (2020). Volunteers, English Language Learners and Conversation Clubs: Research Report. London: Learning and Work Institute.CrossRefGoogle Scholar
Gumperz, J., Jupp, T. and Roberts, C. (1979). Crosstalk. Southall, UK: BBC/National Centre for Industrial Language Training.Google Scholar
Hagger-Vaughan, L. (2016). Towards ‘languages for all’ in England: The state of the debate. Language Learning Journal 44(3): 358–75.CrossRefGoogle Scholar
Harris, R. (1991). John La Rose. In John La Rose Tribute Committee (eds.), Foundations of a Movement. London: John La Rose Tribute Committee, pp. 57–64.Google Scholar
Harris, R. (1996). Openings, absences and omissions: Aspects of the treatment of ‘race’, culture and ethnicity in British Cultural studies. Cultural Studies 10(2): 334–44.Google Scholar
Hawkins, E. (1981). Modern Languages in the Curriculum. Cambridge: Cambridge University Press.Google Scholar
Hill, P. (2020). When the statues went up. History Workshop, 12 June, www.historyworkshop.org.uk/when-the-statues-went-up/.Google Scholar
Holmes, S. (2015). Promoting multilingual creativity: Key principles from successful project. Working Papers in Urban Language and Literacies 182. www.academia.edu/19401058/WP182_Holmes_2015._Promoting_multilingual_creativity_Key_principles_from_successful_projects.Google Scholar
Home Office. (2002). Secure Borders, Safe Haven: Integration with Diversity in Modern Britain. London: Home Office.Google Scholar
Honey, J. (1983). The Language Trap: Race, Class and the ‘Standard English’ Issue in British Schools. Kenton, Middlesex: National Council for Educational Standards.Google Scholar
Kempadoo, M. and Abdelrazak, M. (eds.) (2001). Directory of Supplementary and Mother-tongue Classes, 2nd ed. London: Resource Unit for Supplementary and Mother-tongue Schools.CrossRefGoogle Scholar
Kenner, C. and Ruby, M. (2012). Co-constructing bilingual learning: An equal exchange of strategies between complementary and mainstream teachers. Language and Education 26(6): 517–35Google Scholar
Khan, K. (2017). Citizenship, securitisation and suspicion in UK ESOL policy. In Arnaut, K., Karrebæk, M., Spotti, M. and Blommaert, J. (eds.), Engaging Superdiversity: Recombining Spaces, Times and Language Practices. Bristol: Multilingual Matters, pp. 303–20. Also available as Working Papers in Urban Language and Literacies 130 (2014) www.academia.edu/7517562/WP130_Khan_2014._Citizenship_securitization_and_suspicion_in_UK_ESOL_policy.CrossRefGoogle Scholar
La Rose, J. (1987) (2014). Anti-racism, the new black middle class and British society. In Unending Journey. London: New Beacon Books, pp. 40–3.Google Scholar
Lanvers, U., Doughty, H. and Thompson, A. (2018). Brexit as linguistic symptom of Britain retreating into its shell? Brexit-induced politicization of language learning. Modern Language Journal 102(4): 775–96.Google Scholar
Leung, C. and Lewkowicz, J. (2019). What counts as language proficiency for UK citizenship: The B1 benchmarks? In Ari Huhta, A., Erickson, G. and Figueras, N. (eds.), Developments in Language Education: A Memorial Volume in Honour of Sauli Takala Jyväskylä, Finland: European Association of Language Testing and Assessment, with University of Jyväskylä, pp. 203–25.Google Scholar
Leung, C., Evans, M. and Liu, Y. (2021). EAL Assessment Framework for Schools: Filling a void in policy and provision in England. Language Assessment Quarterly 18(3): 296–315.Google Scholar
Leung, C., Harris, R. and Rampton, B. (1997). The idealised native speaker, reified ethnicities and classroom realities. TESOL Quarterly 31(3): 543–60. Also available as Working Papers in Urban Language and Literacies 2. www.academia.edu/6477209/WP2_Leung_Harris_and_Rampton_1997._The_Idealised_Native-Speaker_Reified_Ethnicities_and_Classroom_Realities_Contemporary_Issues_in_TESOL.Google Scholar
Levine, J. and McLeod, A. (1975). Children from families of overseas origin. In Rosen, H. (ed.), Language and Literacy in our School: Some Appraisals of the Bullock Report. London: Institute of Education, pp. 35–49.Google Scholar
Li, W. (2006). Complementary schools, past, present and future. Language and Education 20(1): 76–83.Google Scholar
Liberty. (2019). A Guide to the Hostile Environment: The Border Controls Dividing Our Communities. London: Liberty.CrossRefGoogle Scholar
Long, R., Danechi, S. and Loft, P. (2020). Language Teaching in Schools (England). London: House of Commons Library.CrossRefGoogle Scholar
Lytra, V., Ros i Solé, C., Anderson, J. and Macleroy, V. (eds.) (2022). Liberating Language Education. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Martin-Jones, M. (1984). The newer minorities: Literacy and educational issues. In Trudgill, P. (ed.), Language in the British Isles, 1st ed. Cambridge: Cambridge University Press, pp. 425–48.Google Scholar
Matras, Y. (2023). Decolonising language in the city: Multilingual repertoires, institutional practice and civic engagement in a UK urban setting. Working Papers in Urban Language and Literacies 307. https://wpull.org/product/wp307-decolonising-language-in-the-city-multilingual-repertoires-institutional-practice-and-civic-engagement-in-a-uk-urban-setting/.Google Scholar
Meek, M. (ed.) (1996). Developing Pedagogies in the Multilingual Classroom: The Writings of Josie Levine. Stoke: Trentham Books.Google Scholar
Meer, N. and Modood, T. (2019). Accentuating multicultural Britishness: An open or closed activity? In Ashcroft, R. and Bevir, M. (eds.), Multiculturalism in the British Commonwealth. Berkeley, CA: University of California Press, pp. 46–66.Google Scholar
MHCLG. (2013). New £6 Million Competition Fund for English Language Learning. Ministry of Housing, Communities and Local Government. www.gov.uk/government/news/new-6-million-competition-fund-for-english-language-learning (retrieved 21 August 2020).CrossRefGoogle Scholar
Mirza, H. and Reay, M. (2000). Spaces and places of black educational desire: Rethinking black supplementary schools as a new social movement. Sociology 34(3): 521–44.CrossRefGoogle Scholar
Moore, M. and Ramsay, G. (2017). UK Media Coverage of the 2016 EU Referendum Campaign. London: King’s College London.Google Scholar
National Audit Office (NAO). (2018). Converting Maintained Schools to Academies. London: NAO.Google Scholar
NIACE. (2006). More than a Language. Report on the NIACE Committee of Inquiry on English for Speakers of Other Languages. Leicester: National Institute of Adult Continuing Education (NIACE). https://learningandwork.org.uk/wp-content/uploads/2020/02/MoreThanALanguage-ExecutiveSummary.pdf.Google Scholar
Ofsted. (2019). The Education Inspection Framework. London: Office for Standards in Education.Google Scholar
Olusoga, D. (2019). The Unwanted: The Secret Windrush Files. London: BBC. www.bbc.co.uk/iplayer/episode/m00068sk/the-unwanted-the-secret-windrush-files (retrieved 21 August 2020).Google Scholar
Peutrell, R. and Cooke, M. (2019). Afterword: ESOL, citizenship and teacher professionalism. In Cooke, M. and Peutrell, R. (eds.), Brokering Britain, Educating Citizens. Bristol: Multilingual Matters, pp. 227–33.Google Scholar
Race Today. (1978). Black parents on the move. Race Today, October, pp.196–204.CrossRefGoogle Scholar
Rampton, B. (1983). Some flaws in educational discussion of the English of Asian schoolchildren in Britain. Journal of Multilingual and Multicultural Development 4(1): 15–28.Google Scholar
Rampton, B. (1988). A non-educational view of ESL in Britain. Journal of Multilingual and Multicultural Development 9(6): 503–29.Google Scholar
Rampton, B. (2011). From ‘multi-ethnic adolescent heteroglossia’ to ‘contemporary urban vernaculars’. Language and Communication 31: 276–94.Google Scholar
Rampton, B., Cooke, M. and Holmes, S. (2018). Sociolinguistic citizenship. Journal of Social Science Education 17(4): 68–83. Also available as: Promoting Linguistic Citizenship: Issues, problems and possibilities. Working Papers in Urban Language and Literacies 233. www.academia.edu/35716664/WP233_Rampton_Cooke_and_Holmes_2018_Promoting_Linguistic_Citizenship_Issues_problems_and_possibilities.Google Scholar
Rampton, B., Harris, R. and Leung, C. (2007). Education and languages other than English in the British Isles. In Britain, D. (ed.), Language in the British Isles, 2nd ed. Cambridge: Cambridge University Press, pp. 417–35. Also in Working Papers in Urban Language and Literacies 18 (2002). www.academia.edu/6477041/WP18_Rampton_Harris_and_Leung_2001._Education_in_England_and_Speakers_of_Languages_Other_than_English.Google Scholar
Rampton, B., Charalambous, C., Mangual Figueroa, A., Zakharia, Z., Levon, E. and Jones, R. (2019). Dialogue: Sociolinguistics and everyday (in)securitization. Working Papers in Urban Language and Literacies, 264. www.academia.edu/41210865/WP264_Rampton_Charalambous_Mangual_Figueroa_Zakharia_Levon_and_Jones_2019_Dialogue_Sociolinguistics_and_everyday_in_securitisation.Google Scholar
Roberts, N. and Danechi, S. (2019). FAQs: Academies and Free Schools. London: House of Commons Library.Google Scholar
Rosenberg, S. (2007). A Critical History of ESOL in the UK 1870–2006. Leicester: NIACE.Google Scholar
Sharma, D. (2011). Style repertoire and social change in British Asian English. Journal of Sociolinguistics 15(4): 1–29.Google Scholar
Simpson, J. (2019). Policy and adult migrant language education in the UK. In Cooke, M. and Peutrell, R. (eds.), Brokering Britain, Educating Citizens. Bristol: Multilingual Matters, pp. 25–41.Google Scholar
Staufenberg, J. (2020). Incorporation: The end of an experiment or the end of a myth. FE Week, 27 May.Google Scholar
Steer, P. (2015). Why We Can’t Go on Like This – Language Qualifications in the UK. Cambridge: Cambridge Assessment. www.cambridgeassessment.org.uk/insights/why-we-cant-go-on-like-this-language-qualifications-in-the-uk/ (retrieved 21 August 2020).Google Scholar
Taylor, M. and Hegarty, S. (1985). The Best of Both Worlds? A Review of Research into the Education of Pupils of South Asian Origin. Windsor: NFER-Nelson.Google Scholar
Tolley, G. (2015). Keynote One: Presentation by Director of Children’s Services at Brent Council. London: London Metropolitan University, 3 July. www.youtube.com/watch?v=BkAhEawXZ3A.Google Scholar
UCU. (2015). The Prevent Duty: A Guide for Branches and Managers. London: University and College Union.Google Scholar
Vertovec, S. (2006). The emergence of super-diversity in Britain. COMPAS Working Paper 25. Oxford: University of Oxford Centre on Migration, Policy and Society.Google Scholar
Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies 30(6): 1024–54. doi.org/10.1080/01419870701599465.Google Scholar
von Ahn, M., Lupton, R., Greenwood, C. and Wiggins, D. (2010). Languages, Ethnicity and Education in London. London: UPTAP.Google Scholar