Abstract
In this article, I focus on aspects of ideology which relate to education and the social processes, relations, and especially social hierarchies which are reflected in and produced through ideologies of language. As Woolard and Schieffelin (Annual Review of Anthropology 23, 55–56, 1994) note, ideologies of language “…envision and enact links of language to group and personal identity, to aesthetics, to morality, and to epistemology.” Some of the key ideologies that are considered in this article are (1) the verbal deprivation construct, (2) the ideology of individualism, (3) the ideology of English monolingualism, (4) the standard language ideology, and (5) the ideology of the native speaker. Conceptual and empirical challenges to these widely accepted social constructs by critical scholars in applied linguistics and related disciplines are presented; these scholars have used a variety of theoretical and methodological approaches to debunk ideologies in which individuals and attributes of their language and “culture” are blamed for deficiencies in school performance, while systemic institutional factors that marginalize “nonmainstream” individuals, including the language/language variet(ies) they use, are downplayed or ignored. Ethnic, racial, and gender bias may correlate with the marginalization of language minorities in various contexts, whether or not an individual from a marginalized group speaks a “standard” version of the dominant/national language. Innovation in research methods over the past decade has provided more fine-grained tools to investigate relations between language policies and the social actions of individuals; examples of such methods include nexus analysis and scale analysis.
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Ricento, T. (2017). Researching Historical Perspectives on Language, Education, and Ideology. In: King, K., Lai, YJ., May, S. (eds) Research Methods in Language and Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02249-9_5
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