Exploring the complexity of high school students’ beliefs about language variation

Abstract

This study explores the knowledge and beliefs about language variation from high school students in the San Francisco Bay Area. Using quantitative analysis of a survey of language beliefs, combined with a thematic analysis of student interviews, the study explores the language ideologies demonstrated by students from a wide range of sociocultural backgrounds. Key findings include that neither race nor linguistic background predict whether students hold dominant language ideologies that frame Standardized English as the correct form of English, or critical language ideologies that uphold the value of all English varieties. The key characteristics that predict language ideology are parents’ language ideology and students’ awareness that they speak more than one variety of English. The findings support previous theorizing that suggests language ideologies shift with context and purpose. Students describe the racialized nature of language although there is great diversity of language ideology within racialized groups. As suggested by Kroskrity (2010) increased awareness of linguistic diversity and language ideologies is related to contestation of dominant language ideologies. Altogether the findings paint a picture of students with wide ranging knowledge and beliefs about language variation that will complicate teaching about language variation in school. Teachers will do well to assess what their students know and believe about language before teaching them. Researchers are encouraged to continue to explore student understandings of language variation as this area remains underdeveloped.