Where two worlds meet: language policing in mainstream and complementary schools in England

We compare language policing in two educational contexts England: mainstream schools and complementary schools. draw on a varied dataset (policy documents, in-class observations, interviews) collected from Greek London. find similarities how the types of control, regulate, monitor suppress school students. Both settings hierarchise standardised non-standardised varieties institutional policies that delegitimise varieties. Teachers become vehicles for ideologies enacting monovarietal drawing discourses around academic success primacy written over spoken language, including regional such as Cypriot Greek. Our findings suggest multilingual multidialectal students England who attend both are exposed to similar kinds prescriptive across whole spectrum their experiences, which can have range negative effects learning construction self-image. argue more links need be forged between these should include development integrated pedagogies legitimise students’ linguistic repertoires, encompassing well other resources.