Basil Bernstein believed that language played a part in educational achievement, as it is an important medium of communication and learning. Bernstein believed that educational attainment may be related to the different speech patterns between the classes and he recognised to different two linguistic codes. These codes originate from the work place and family organisation, the middle classes seem to have a elaborated or universal code where as the working classes seem to have a more restricted or context bound code which to not help them through school.
Bernstein believed that the middle classes could switch from one code to another but the working classes were only able to use to restricted code. This leaves the working class at a disadvantage as formal education is based on the terms of an elaborated code. However Bernstein’s distinction between the classes is over simplified, as even if there was a clear working class when he was writing in the 1960s this is not the case today and there is little evidence for his assertions about working class and middle class family life.
J. W. B. Douglas also commeneted that one of the most important facts to how well you achieve is down to parental interest. The middle classes seem to have more parental interest and the working classes less, however the working class could have less time to visit the schools because of the demands of their jobs, they may also be put off from visiting schools because of the way teachers interact with them, bearing in mind that most teachers are middle class.
Middle class parents are in a better position to ensure their children get to a better school than working class parents. This is because they have cultural capital, meaning they can ‘play the system’ to their advantage, they also possess material advantages, this all leaves the working class children at a loss and there culture determining how well they might be able to succeed at school. The theory of cultural deprivation was developed based on a more negative view of the working classes.
This placed the blame for working class educational failure on the culture of low-income groups. This has also led to the idea of positive discrimination towards culturally deprived children leading to the policy of compensatory education where the working class children are given extra resources to help them compete on equal levels with the other children. The theory of cultural deprivation has been attacked as by placing the blame for failure on the child and his or her background attention is therefore being diverted from the deficiencies of the education system.
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