Γλωσσικές ιδεολογίες και πρακτικές των φιλολόγων της δευτεροβάθμιας εκπαίδευσης: Ιδεολογικές συνιστώσες της μονόγλωσσης κουλτούρας

This paper presents part of the findings of a broader study on language ideologies embedded in the teaching practices of secondary school language teachers, which seem to result in a disregard for the socio-cultural position of learners in the classroom. In particular, the current paper attempts to map the monolingual ideologies that normalize the imposition of the standard language as dominant in language teaching. The research is embedded in the broader ethnographic tradition, with a focus on the interpretation of the subjects’ discourse. Tools from the inductive model of Grounded Theory are used to initially code the data and then analyze them by using critical discourse analysis.