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Self-assessment and...
Self-assessment and standard language ideologies : bilingual adolescents in Sweden reflect on their language proficiencies
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- Forsberg, Julia, 1985- (författare)
- Gothenburg University,Göteborgs universitet,Jönköping University,HLK, Communication, Culture and Diversity (CCD),Department of Philosophy, Linguistics and Theory of Science, University of Gothenburg, Gothenburg, Sweden,Institutionen för filosofi, lingvistik och vetenskapsteori,Department of Philosophy, Linguistics and Theory of Science
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- Ribbås, Maria Therese (författare)
- Stockholms universitet,Institutionen för svenska och flerspråkighet,Stockholm University, Department of Swedish Language and Multilingualism, Stockholm, Sweden
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- Gross, Johan, 1982- (författare)
- Gothenburg University,Göteborgs universitet,Högskolan Väst,Avd för utbildningsvetenskap och språk,University of Gothenburg, Department of Philosophy, Linguistics and Theory of Science, Gothenburg, Sweden,Institutionen för filosofi, lingvistik och vetenskapsteori,Department of Philosophy, Linguistics and Theory of Science
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(creator_code:org_t)
- 2020-01-20
- 2021
- Engelska.
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Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557. ; 42:2, s. 137-151
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Abstract
Ämnesord
Stäng
- 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.
Ämnesord
- HUMANIORA -- Språk och litteratur -- Jämförande språkvetenskap och allmän lingvistik (hsv//swe)
- HUMANITIES -- Languages and Literature -- General Language Studies and Linguistics (hsv//eng)
- HUMANIORA -- Språk och litteratur -- Studier av enskilda språk (hsv//swe)
- HUMANITIES -- Languages and Literature -- Specific Languages (hsv//eng)
Nyckelord
- Adolescent speech
- language proficiency
- self-assessment
- multilingual adolescents
- referee design
- audience design
- Ungdomsspråk
- språkfärdigheter
- flerspråkiga ungdomar
- självskattning
- Bilingualism
- tvåspråkighet
- Linguistics
- lingvistik
- Adolescent speech
- audience design
- language proficiency
- multilingual adolescents
- referee design
- self-assessment
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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