Die vorliegende Masterarbeit hat in einer Einstellungsstudie untersucht, welchen Einfluss Einstellungen gegenüber sprachlichen Varietäten und gegenüber der wahrgenommenen ethnischen Herkunft von Sprecher*innen auf die Leistungsbewertung von Schulaufsätzen haben. In Anlehnung an die Debatte um Sprachideologien wurden Einstellungen gegenüber den sprachlichen Varietäten Kiezdeutsch und dominantes Deutsch sowie, aufbauend auf Studien zur Wahrnehmung von sozialer Information über Sprecher*innen, Einstellungen gegenüber türkisch und deutsch markierten Vornamen miteinander verglichen. 157 Lehramtsstudierenden der Universität Potsdam wurde je ein fiktiver Schulaufsatz vorgelegt, der die jeweiligen Einstellungsobjekte sprachliche Varietät und ethnisch markierter Vorname enthielt. Durch einen Vergleich der individuellen Leistungsbewertung der Aufsätze wurde untersucht, welche Unterschiede sich im schulischen Kontext in der Bewertung und damit der Einstellung gegenüber bestimmten Sprecher*innen und ihrem Sprachgebrauch feststellen ließen. Die Studie ergab, dass in den fiktiven Schulaufsätzen Kiezdeutsch stärker sanktioniert wurde als dominantes Deutsch. Dieses Ergebnis konnte verstärkt beobachtet werden, wenn der Schulaufsatz vermeintlich von einer*m Sprecher*in mit türkisch markiertem Vornamen stammte. Die Ergebnisse der Studie lassen vermuten, dass eine Bewertung von Schüler*innen von einer Vorstellung darüber abhängt, wie weit oder nah entfernt der oder die betreffende Schüler*in zur sprachlichen und sozialen Norm steht. / The present master's thesis aimed to investigate whether attitudes towards linguistic varieties and a perceived ethnic background of speakers do influence the grading of school essays. 157 teacher trainees from the University of Potsdam had been asked to each grade an identical school essay which only differed in the attitude items ‘linguistic variety’ and ‘ethnically marked first name’. The study has shown that school essays containing the multiethnolect 'Kiezdeutsch' (Neighborhood German) – which is perceived by the media and the public opinion as a “poorly performed German spoken by adolescents from Turkish immigrant background” – are assessed worse than those containing structures of Dominant German. These results could be observed even more strongly when the essay supposedly came from a speaker who had a Turkish marked first name. The results indicate that the assessment of the performance of children and adolescents in school depends on the perception of how close or far the individual student is situated to the linguistic and social norm.

Within the sociolinguistic field of accent attitudes, it has often been shown that both native and non-native speakers show preference for certain accents, especially for native varieties. This ‘native speakerism’ can have a negative impact on second language speakers, as the stigmatisation they may experience can hinder their willingness to speak. The aim of this study was therefore to investigate accent attitudes of an English as a second language speaker group: Swedish L1 speakers of English, focusing on their attitudes towards their own English accents and their attitudes towards other Swedes’ English accents. The relationship between these attitudes were also examined. In doing so, the study drew on Standard Language Ideology and Social Identity Theory as the theoretical frameworks. In order to answer the research questions, data was collected through a questionnaire which collected 612 responses. Respondents’ answers were then quantified into descriptive and inferential statistics. The results showed that most respondents were positive towards their own and other Swedes’ English accents. However, there was a strong conformity to the Standard Language Ideology amongst the participating Swedes. The participants generally did not have a strong need to express their Swedish identity through their Swedish accents, which could also be attributed to the strong native norm. The results also showed that native norms were stronger in English L2 settings, while Swedish identity was more important for those living in a native English-speaking country. Finally, those who were positive towards Swedes’ English accents were more likely to value their Swedish identity, while those who were negative towards other Swedes’ English accents were themselves more likely to conform strongly to native norms.

The study deals with the purism as language ideology. After critical analysis of basic concepts (language cultivating, ideology, language ideology) there are standard language ideology and purism ideology presented. The crucial part of the study consists of: 1. analysis of the evaluation of purism in the contributions on language cultivating in the journals Slovo a slovesnost and Naše řeč from 1949 to 1968, 2. analysis of purism ideology in these contributions.

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