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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 9 of 9 1 The (white) ears of Ofsted: a raciolinguistic perspective on the listening practices of the schools inspectorate Cushing, I; Snell, J. - : Cambridge University Press, 2022 BASE Show details 2 Using Young Adult fiction to interrogate raciolinguistic ideologies in schools Cushing, I; Carter, A. - : John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association, 2021 BASE Show details 3 Where two worlds meet: language policing in mainstream and complementary schools in England Cushing, I; Karatsareas, P; Georgiou, A. - : Taylor & Francis, 2021 BASE Show details 4 Where two worlds meet: language policing in mainstream and complementary schools in England Karatsareas, P.; Cushing, I.; Georgiou, A.. - : Taylor & Francis, 2021 BASE Show details 5 ‘Say it like the Queen’: the standard language ideology and language policy making in English primary schools Cushing, I. - : Routledge, 2020 BASE Show details 6 Policy mechanisms of the standard language ideology in England’s education system Cushing, I. - : Taylor & Francis, 2020 Abstract: © 2021 The Author(s). This article examines textual traces of the standard language ideology within current education policy in England, focusing on post-2010 reforms which are characterised by a (re)shift towards conservatism, discipline, and standards. Using tools and methods from critical stylistics and the critical discourse analysis of language policy, I interrogate a number of mechanisms which textually reinforce and reproduce the standard language ideology: curriculum documents, assessment instruments, national test materials and guidance for teachers. Whilst previous criticisms of current policy have focused on individual policy mechanisms, in this article I examine these mechanisms as a cluster, showing how they work together as de facto language policy. I show how teachers are presented with a de-historicised and de-politicised version of standardised English which masks the structural power relations that are embedded in language, and how they are constructed as standard language role-models who have a professional duty to reproduce the standard language ideology. Keyword: critical language policy; England; language ideology; schools; standardised English URL: https://doi.org/10.1080/15348458.2021.1877542 https://bura.brunel.ac.uk/handle/2438/21979 BASE Hide details 7 Grammar tests, de facto policy and pedagogical coercion in England’s primary schools Cushing, I. - : Springer, 2020 BASE Show details 8 Power, policing and language policy mechanisms in schools: a response to Hudson Cushing, I. - : Cambridge University Press, 2020 BASE Show details 9 Stylistics goes to school Cushing, I. - : SAGE Publications, 2019 BASE Show details

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