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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 – 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 BASE Hide details 2 Linguistic ethnographic analysis of classroom dialogue Lefstein, A; Snell, J. - : Routledge, 2019 BASE Show details 3 Critical reflections on the role of the sociolinguist in UK language debates Snell, J. - : Cambridge University Press, 2018 BASE Show details 4 Solidarity, stance, and class identities Snell, J. - : Cambridge University Press, 2018 BASE Show details 5 “Low Ability,” Participation, and Identity in Dialogic Pedagogy Snell, J; Lefstein, A. - : SAGE Publications, 2018 BASE Show details 6 Social class Snell, J. - : Routledge, 2018 BASE Show details 7 Enregisterment, indexicality and the social meaning of ‘howay’: dialect and identity in north-east England Snell, J. - : Cambridge University Press, 2017 BASE Show details 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 BASE Show details 9 Linguistic ethnographic perspectives on working-class children’s speech: challenging discourses of deficit Snell, J. - : Palgrave Macmillan UK, 2015 BASE Show details 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 BASE Show details 11 From moves to sequences: expanding the unit of analysis in the study of classroom discourse Lefstein, A; Snell, J; Israeli, M. - : Wiley, 2015 BASE Show details 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 BASE Show details 13 Dialect, interaction and class positioning at school: from deficit to difference to repertoire. Snell, J. - : Taylor Francis, 2013 BASE Show details 14 Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience Lefstein, A; Snell, J. - : Wiley, 2013 BASE Show details 15 Classroom discourse: The promise and complexity of dialogic practice Lefstein, A; Gurion, B; Snell, J. - : Cambridge University Press, 2011 BASE Show details 16 From sociolinguistic variation to socially strategic stylisation Snell, J. - : Wiley, 2010 BASE Show details 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 BASE Show details 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 Show details

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