Schola Europaea: Schooling Europeans? – a Preliminary Research Report
In my talk I focus on pupils’ patterns of identification and their system of values as are represented in their language use with special attention to pupils’ expressions of their relationship to the EU (European identity creation) and the values connected to the creation of social and political identities. The linguistic investigation is performed by corpus-driven systemic-functional analysis of Transitivity processes and Appraisal. Based on Halliday’s system of transitivity (Halliday and Matthiesen, 2014) and Martin & White’s appraisal theory (Martin & White, 2005) the corpus-driven systemic-functional analytic approach is proven to be a highly effective instrument in exposing patterns of identification, values and self-positioning (cf. Krizsán, 2011). The findings show that particular instrumental values related to the EU seem to be internalized by the pupils while intrinsic values, such as multilingualism seem to be implanted.