Self-Assessment and Standard Language Ideologies: Bilingual Adolescents in Sweden Reflect on Their Language Proficiencies

Autor/inn/en	Forsberg, Julia; Ribbås, Maria Therese; Gross, Johan
Titel	Self-Assessment and Standard Language Ideologies: Bilingual Adolescents in Sweden Reflect on Their Language Proficiencies
Quelle	In: Journal of Multilingual and Multicultural Development, 42 (2021) 2, S.137-151 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forsberg, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1715988
Schlagwörter	Foreign Countries; Bilingualism; Self Evaluation (Individuals); Standard Spoken Usage; Language Attitudes; Language Proficiency; Swedish; English (Second Language); Second Language Learning; Native Language; Student Attitudes; Grading; Feedback (Response); Language Variation; Peer Influence; Comparative Analysis; Multilingualism; Speech Communication; Secondary School Students; Sweden; Sweden (Stockholm) + Suchen Sie Ihr Suchwort? Ausland; Bilingualismus; Gesprochene Sprache; Umgangssprache; Sprachverhalten; Language skill; Language skills; Sprachkompetenz; Schwedisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Notengebung; Schulnote; Sprachenvielfalt; Mehrsprachigkeit; Multilingualismus; Sekundarschüler; Schweden
Abstract	Standard language cultures are characterised by beliefs in idealised standard forms of the language in question. In this paper, these beliefs are connected to the concepts of referee design and speech community, through analysis of how Swedish adolescents reflect upon and self-assess their language proficiencies. The data consist of interviews where 111 participants self-assess their Swedish, English and additional home languages. During the self-assessment, participants use different points of reference when reflecting on the different languages in their repertoires. Four main categories of answers are found, all relating to an absent referee in some manner: the participants' evaluations of other people's language proficiency compared to their own; their proficiency in other languages; their evaluation of their proficiency in relation to formal grading and feedback given in school; and their own experiences of their limitations and abilities in different situations. When assessing Swedish, participants display attitudes towards 'good' and 'bad' language and contextualise their proficiency in a way that focuses on standard language ideologies and their speech community. The same pattern does not occur when participants reflect on their other languages, indicating the important role that the peer group and speech community have in creating and facilitating these ideologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01