Abstract
The article analyses the notion and ideology of language formed at the state level in Lithuania and Denmark. The aim is to examine the notion of language and the understanding of language functionality conveyed in the documents of language education policy and ideology emerging in them, also the purposes raised for language education. The official language education policy formed by the state exerts direct influence on language teaching at school and on the students’ formation of the notion of language. Therefore, the questions raised in this research are aimed at identifying what is implemented with the official language education policy, how much attention is devoted to developing the students’ communicative, argumentative skills and skills of independent critical thinking, and how much the policy focuses on the advocacy of national ideology and identity.
 The data of the research includes national language education policy documents which determine the implementation of language policy in the system of education of Lithuania and Denmark. The following aspects have been analysed: language functions as presented in the education policy documents: the communicative function and the function of national identity; the formation of ideology of nationality through language education; the formation of standard language ideology in language education policy; also the students’ linguistic competences to be developed at school.
 The results have shown that the notion of language emerging in the Lithuanian language education policy documents encompasses ideologies of standard language, language correctness and linguistic nationalism. The main goal of the Lithuanian language teaching is the implementation and strengthening of a single standard language norm and the formation of the notion of language as a protector and disseminator of national identity. However, the aim to develop language as a communicative tool as well as to develop the students’ critical thinking is also identifiable. The main goal of the Danish education policy is the development of the students’ communicative language function, critical-analytical thinking, and the formation of the notion of language as a means of communication, as well as of the notion of linguistic variation.
Highlights
Taigi svarbi Lietuvos švietimui keliama užduotis yra tautinio identiteto saugojimas ir perdavimas, ją atlikti turi mokykla bei mokytojai, ir – kaip toliau bus matyti nagrinėjant kalbinio švietimo politikos dokumentus – kalba ir kalbinis ugdymas laikomas svarbiu veiksniu tautiškumo saugojimo ir formavimo procesui
The results have shown that the notion of language emerging in the Lithuanian language education policy documents encompasses ideologies of standard language, language correctness and linguistic nationalism
Summary
Nagrinėjant kalbinio švietimo politikos dokumentus, verta apibrėžti, kas yra kalbinio švietimo politika, todėl ji bus pristatoma išsamiau. Paminėtina, kad tyrime nagrinėjama kalbos sąvoka yra apibrėžiama kaip valstybinė šalies (šiuo atveju – Lietuvos ir Danijos) kalba, kuria ir kurios yra mokoma tos šalies švietimo sistemoje. Tyrime išryškėsianti tautiškumo ir kalbos standartizavimo ideologija pristatoma apžvelgiant standartinės kalbos ir tautos ryšio atsiradimą, kalbos standartizavimo ir taisyklingumo sąvokas. Terminas „standartinė kalba“ vartojamas kalbant apskritai apie kalbos standartizavimo reiškinį arba apie kitas valstybes, tuo tarpu terminas „bendrinė kalba“ vartojamas tik kalbant apie Lietuvos kontekstą, remiantis lietuvių kalbos ideologijos tyrėjų šių terminų vartosena (Vaicekauskienė, Šepetys 2016). Tyrime kalbos funkcionalumo supratimas nagrinėjamas dviem aspektais – kalbos kaip komunikacijos priemonės ir kaip tautinio identiteto skleidėjos, todėl šios dvi kalbos funkcijos taip pat bus pristatomos
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