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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 Abstract: We compare language policing in two educational contexts in England: mainstream schools and complementary schools. We draw on a varied dataset (policy documents, in-class observations, interviews) collected from mainstream schools and Greek complementary schools in London. We find similarities in how the two types of schools control, regulate, monitor and suppress the language of school students. Both settings hierarchise standardised and non-standardised varieties in institutional policies that delegitimise the non-standardised varieties. Teachers become vehicles for language ideologies in enacting monovarietal policies drawing on discourses around academic success and the primacy of written language over spoken language, including regional varieties such as Cypriot Greek. Our findings suggest that multilingual and multidialectal students in England who attend both mainstream and complementary schools are exposed to similar kinds of prescriptive discourses across the whole spectrum of their educational experiences, which can have a range of negative effects on their learning and the construction of their self-image. We argue that more links need to be forged between the two educational settings and that these should include the development of integrated pedagogies and policies that legitimise students’ whole linguistic repertoires, encompassing both their standardised and their non-standardised varieties as well as their other linguistic resources. Keyword: Education; Language and Linguistics; Linguistics and Language URL: https://doi.org/10.1080/13670050.2021.1933894 https://westminsterresearch.westminster.ac.uk/download/9c6c32c2d801ba741b35f9a1b823f270ec1405c4f1d8d62001912cb8da339372/1847644/Cushing,%20Georgiou%20%26%20Karatsareas%20%282021%29.pdf https://westminsterresearch.westminster.ac.uk/item/v4y3q/where-two-worlds-meet-language-policing-in-mainstream-and-complementary-schools-in-england BASE Hide 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 BASE Show 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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