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Ideologies and norms in language and education policies in Europe and their relationship with everyday language behaviours

机译：欧洲语言和教育政策中的意识形态和规范及其与日常语言行为的关系

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Formulations of linguistic rights in European official documents reveal important ideological characteristics of the thinking about language in European societies. These ideologies have important consequences for the language policies and education policies pursued by authorities and for the norms of language use promoted by education systems and gatekeepers. At the bottom of this is the concept of 'languages' as separable entities, a concept which cannot be upheld with respect to the real-life behaviours of speakers. As such, languages are sociocultural constructions, and norms of language use which aim at 'purity' are in contrast to everyday linguistic behaviours among speakers. Based on examples from ongoing studies of youth language, I suggest that other norms are more relevant, in particular the so-called poly-languaging, a term which covers the use of various features regardless of their ideologically determined association with 'languages'. This notion is relevant, particularly in superdiverse societies, not only in accounting for behaviours, but also with respect to education and with respect to language rights.
机译：欧洲官方文件中语言权利的表述揭示了欧洲社会中语言思考的重要意识形态特征。这些意识形态对于当局推行的语言政策和教育政策以及教育系统和关守者所倡导的语言使用规范具有重要的影响。它的底部是“语言”作为可分离实体的概念，对于说话者的真实行为而言，这一概念不能成立。因此，语言是社会文化的建构，针对“纯洁”的语言使用规范与说话者之间的日常语言行为相反。根据对青少年语言进行研究的实例，我认为其他规范尤其适用，尤其是所谓的“多语言”，该术语涵盖了各种功能的使用，无论它们在意识形态上与“语言”相关联。这一概念是相关的，特别是在超多元社会中，不仅在解释行为方面，而且在教育和语言权利方面。

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