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Simple Search
Hits 1 – 18 of 18
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
Abstract:
Copyright © The Author(s), 2022. England has had a schools inspectorate since 1839, first in the form of Her Majesty's Inspectorate (HMI), and since 1992, in the form of the Office for Standards in Education, Children's Services and Skills (Ofsted). The inspectorate, a workforce made up of a majority of white inspectors, conduct regular inspections of all state schools in England, producing reports which comment on various aspects of educational provision, including teachers’ and students’ spoken language. In this article we deploy a raciolinguistic genealogy to examine the listening practices of the inspectorate, drawing on historical inspection reports generated from archival work, inspectorate language policy, and a large corpus of contemporary reports. We show how raciolinguistic ideologies are deeply embedded into the sociopolitical culture of the inspectorate, and how these ideologies translate into systems of sonic surveillance in which the nonstandardised language practices of students and teachers are heard as impoverished, deficient, and unsuitable for school. (Raciolinguistics, schools, language policing, standardised English, Ofsted, England, social class, ideology). ; Brunel University London (Brunel Research Initiative and Enterprise Funds: Transatlantic language policing: stigma and surveillance in UK and USA schools).
Keyword:
England
;
ideology
;
language policing
;
Ofsted
;
raciolinguistics
;
schools
;
standardised English
URL:
https://bura.brunel.ac.uk/handle/2438/23637
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2
Linguistic ethnographic analysis of classroom dialogue
Lefstein, A
;
Snell, J
. - : Routledge, 2019
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3
Critical reflections on the role of the sociolinguist in UK language debates
Snell, J
. - : Cambridge University Press, 2018
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4
Solidarity, stance, and class identities
Snell, J
. - : Cambridge University Press, 2018
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5
“Low Ability,” Participation, and Identity in Dialogic Pedagogy
Snell, J
;
Lefstein, A
. - : SAGE Publications, 2018
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6
Social class
Snell, J
. - : Routledge, 2018
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7
Enregisterment, indexicality and the social meaning of ‘howay’: dialect and identity in north-east England
Snell, J
. - : Cambridge University Press, 2017
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8
To what extent does a regional dialect and accent impact on the development of reading and writing skills?
Snell, J
;
Andrews, R
. - : Taylor & Francis, 2017
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9
Linguistic ethnographic perspectives on working-class children’s speech: challenging discourses of deficit
Snell, J
. - : Palgrave Macmillan UK, 2015
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10
Moving from "interesting data" to publishable research article: some interpretive and representational dilemmas in a linguistic ethnographic analysis of an English literacy lesson
Snell, J
;
Lefstein, A
. - : Springer, 2015
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11
From moves to sequences: expanding the unit of analysis in the study of classroom discourse
Lefstein, A
;
Snell, J
;
Israeli, M
. - : Wiley, 2015
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12
To what extent does a regional dialect and accent impact on the development of reading and writing skills?: A Report for the BBC
Snell, J
;
Andrews, R
. - 2014
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13
Dialect, interaction and class positioning at school: from deficit to difference to repertoire.
Snell, J
. - : Taylor Francis, 2013
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14
Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience
Lefstein, A
;
Snell, J
. - : Wiley, 2013
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15
Classroom discourse: The promise and complexity of dialogic practice
Lefstein, A
;
Gurion, B
;
Snell, J
. - : Cambridge University Press, 2011
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16
From sociolinguistic variation to socially strategic stylisation
Snell, J
. - : Wiley, 2010
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17
United Kingdom scheme for external quality assessment in virology. Part I. General method of operation.
Reed, S E
;
Gardner, P S
;
Snell, J J
. - 1985
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18
Stochastic processes
Snell, J. Laurie
In:
Handbook of mathematical psychology : volume 3, chapters 15-21
(New York, NY, 1965), p. 411-485
MPI für Psycholinguistik
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