Thesis elaborates on the issue speech and language in children from different social groups in relation to educational system. Primar focus of thesis is theory of linguistic codes developed by Bernstein, whoses findings are referenced to recent studies in developmental psychology, neuroscience and liguistic studies. Contemporary studies in these areas are incorporating larger samples and more exact scientific apparatus to prove speech and language delay in children from disadvantaged social groups. These findings are based on a preposition that social inequality could be “compensated” with pedagogical and medical interventions through linguistic trajectory. The aim of the thesis is to show that focusing on the manifestations of inequality (difference in speech and language developement) is inadequate when it fails to be analytically connected to socio-economic base of different linguistic dispositions. Following this argumentation thesis is grounded in Bernsteins code theory which consistently conceptualizes inequal distribution of discoursive resources among social groups. And furthermore shows the implications of discursive inequality for enterance into pedagogic discourse of formal educational systems.
|
