Changing Standards Revisited: Children's Awareness and Knowledge of Features of Written Standard English at Ages 10-11

Autor/in	Lockwood, Michael
Titel	Changing Standards Revisited: Children's Awareness and Knowledge of Features of Written Standard English at Ages 10-11
Quelle	In: Changing English: Studies in Culture and Education, 19 (2012) 3, S.359-371 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2012.704586
Schlagwörter	Elementary School Students; Standard Spoken Usage; Language Variation; English; English Instruction; Socioeconomic Influences; Gender Differences; Metalinguistics; Student Surveys; Questionnaires; Student Attitudes; Written Language; Identification; Nonstandard Dialects; Statistical Analysis; Institutional Characteristics; Educational Policy; Literacy; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Gesprochene Sprache; Umgangssprache; Sprachenvielfalt; English language; Englisch; English langauage lessons; Englischunterricht; Sozioökonomischer Faktor; Geschlechterkonflikt; Metalanguage; Metasprache; Schülerbefragung; Fragebogen; Schülerverhalten; Geschriebene Sprache; Identifikation; Identifizierung; Statistische Analyse; Politics of education; Bildungspolitik; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland
Abstract	This paper reports the findings of a small-scale research project which investigated the levels of awareness and knowledge of written standard English of 10 and 11-year-old children in two English primary schools. The project involved repeating in 2010 a written questionnaire previously used with children in the same schools in three separate surveys in 1999, 2002 and 2005. Data from the latest survey are compared to those from the previous three. The analysis seeks to identify any changes over time in children's ability to recognise non-standard forms and supply standard English alternatives, as well as their ability to use technical terms related to language variation. Differences between the performance of boys and girls and that of the two schools are also analysed. The paper concludes that the socio-economic context of the schools may be a more important factor than gender in variations over time identified in the data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01