Policy Mechanisms of the Standard Language Ideology in England’s Education System

This article examines textual traces of the standard language ideology within current education policy in England, focusing on post-2010 reforms which are characterised by a (re)shift towards conservatism, discipline, and standards. Using tools methods from critical stylistics discourse analysis policy, I interrogate number mechanisms textually reinforce reproduce ideology: curriculum documents, assessment instruments, national test materials guidance for teachers. Whilst previous criticisms have focused individual mechanisms, this examine these as cluster, showing how they work together de facto policy. show teachers presented with de-historicised de-politicised version standardised English masks structural power relations that embedded language, constructed role-models who professional duty to ideology.