NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ933024
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0142-5692
Where Words Collide: Social Class, Schools and Linguistic Discontinuity
Ruairc, Gerry Mac
British Journal of Sociology of Education, v32 n4 p541-561 2011
The prestige accorded to standard language varieties, particularly within the field of education, together with language management role of schools with respect to the variety and the extent to which linguistic differences construct discontinuous relationships between the school and specific social groups provide the rationale for this paper. This qualitative study, based on a friendship focus group design, was conducted with two groups of 12-year-old children from contrasting "ideal type", socio-economic groups over the period of one school year. Findings outline specific practices where the linguistic expectations and demands within school-space create different implications and outcomes for middle-class and working-class children as a result of their linguistic experiences in non-school space. The implications of these linguistic interactions on patterns of engagement with the school among the children in the sample are also considered. (Contains 2 notes and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland