1 / 10

Language and Education

Language and Education. Does Individual’s linguistics abilities affect his success in the formal education?. DIRECT OR INDIRECT EFFECTS. DIRECT EFFECT 1. A WORKING CLASS (WC) CHILD VS. A MIDDLE CLASS (MD) CHILD IN BRITAIN (Stubbs 1983).

johnna
Download Presentation

Language and Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Language and Education Does Individual’s linguistics abilities affect his success in the formal education?

  2. DIRECT OR INDIRECT EFFECTS DIRECT EFFECT 1. A WORKING CLASS (WC) CHILD VS. A MIDDLE CLASS (MD) CHILD IN BRITAIN (Stubbs 1983). 2. RESTRICTED AND ELABORATED LANGUAGE CODES (BASIL BERNSTEIN 1971)

  3. RESTRICTED AND ELABORATED LINGUISTIC CODES 1. RESTRICTED LINGUISTIC CODES These are characterized by (a) grammatical simplicity, (b) incompleteness, (c) brief imperative and interrogative, and (d) simpler than elaborated linguistic codes.

  4. 2. ELABORATED LINGUISTIC CODES These are characterized by grammatical complexity and completeness. Bernstein’s theory has been discredited indirectly by Labov (1969) The success of the child is not directly causal relation with the limited or elaborated linguistic codes. The child fails at school because his or her language is inappropriate to the school situation.

  5. INDIRECT EFFECTS A. Later version of Bernstein’s theory Considerations of contexts of socialization: 1. The regulative context the child is made aware of the rules of the moral order 2. The instructional context the child learns about the objective nature of objects and persons. 3. The imaginative or innovative contexts  the child is encouraged to experiment his world. 4. The interpersonal context the child is made aware of affective states

  6. Language function (Halliday 1975) This assumption is related to Halliday’s functional theory. According to Halliday, “language is seen as a system of meanings and of ways of expressing these meanings.”

  7. The functions • Instrumental the child want to satisfy the needs • Regulator the child regulates the behavior of others • Interactional the child interacts with others • Personal the child expresses its own uniquenes • Heuristic the child learns about and explores the environment • Imaginative the child creates an environment of its own • Informative the child use language as means of conveying information

  8. Why do we have to concern with these functions If we only focus on one of the functions, the child or student will obviously be unlikely to be sensitive to the types of problems some children /students have in conforming to the educational institution’s demands.

  9. Standard Language Vs. Non-standard Language Do a child’s accent and dialect indirectly affect his or her academic success? Stubbs (1983) argues they may have indirect effect. (see pp.254-255)

  10. How to solve these dillemma? • Do schools have to allow children to use any dialect and accent they wished in school? 2) Should a mother-tongue other than English be taught in schools or should the language of the school be exclusively English? if there are a large number of non-English students in school, a mother tongue may be used.

More Related