ERIC Number: ED150242
Record Type: RIE
Publication Date: 1977
Reference Count: 0
Urban Minority Students, Language, and Reading. ERIC/CUE Urban Diversity Series, Number 51; CAL/ERIC/CLL Series on Languages and Linguistics, Number 55.
Hill, Clifford A.
The great majority of poor readers in urban schools are members of an ethnic minority, a low social class, and a poor family. The simple recognition of these factors, however, is of no help in characterizing the specific sources of language norms among urban minority students or in determining the ways these distinctive norms interfere with reading. Positions set forth in an attempt to define these considerations have tended to assume varying degrees of either language deficit or language difference. The language deficit position is reviewed in this paper. In an attempt to redress a lack of focus in the literature on the underlying social and cognitive forms of language, the deficit position is criticized from sociolinguistic and psycholinguistic perspectives. A number of misunderstandings of deictic processes in verbal communication apparent in the language deficit position are analyzed. A counterposition is developed based upon the understanding of a new line of processes, which the author refers to as "cultural deixis", in addition to the already established line, referred to as "discourse deixis". (GC)
Descriptors: Cognitive Processes, Language Ability, Language Patterns, Language Skills, Linguistic Theory, Low Income Groups, Minority Group Children, Minority Groups, Nonstandard Dialects, Psycholinguistics, Reading Ability, Sociolinguistics, Urban Language, Urban Youth
Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, N.Y. 10027 ($2.50)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Urban Education, New York, NY.; ERIC Clearinghouse on Languages and Linguistics, Washington, DC.