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Unlock This CourseHave you ever wondered why some students seem to find it easier to do well at school than others? One important factor sociologists have identified is language. The way we speak, the words we use and our communication style can have a huge impact on how well we do in education.
Key Definitions:
Language isn't just about communication – it shapes how we think and learn. In schools, certain ways of speaking and writing are valued more than others. Students who arrive at school already using these 'approved' language styles often find it easier to succeed. Those who speak differently may struggle, even if they're just as clever!
Schools tend to use formal, academic language. Textbooks, exams and teachers often communicate in ways that some students find familiar and others find alien. This creates an uneven playing field from day one. Imagine trying to learn in a classroom where everyone seems to be speaking a slightly different version of your language!
In the 1970s, sociologist Basil Bernstein developed an influential theory about how language affects education. He identified two main language codes that children learn as they grow up:
Characteristics:
Example: "Pass that thing over there."
According to Bernstein, this code is more common in working-class families.
Characteristics:
Example: "Could you please pass me the blue textbook on the shelf?"
According to Bernstein, this code is more common in middle-class families.
Bernstein argued that schools operate using the elaborated code. Teachers expect students to understand and use this formal language style. Students who come from homes where the elaborated code is used have a head start - the language of school feels familiar to them. Those who mainly use the restricted code at home may find school language confusing or alienating.
Imagine a teacher asks: "What factors contributed to the outbreak of World War I?"
A student comfortable with the elaborated code might answer: "Several factors contributed to the outbreak of World War I, including nationalism, militarism and the system of alliances between European powers."
A student using the restricted code might say: "Countries were angry with each other and they all had friends who joined in."
Both students understand the concept, but the first answer matches what teachers expect and would likely receive a higher mark.
While influential, Bernstein's ideas have been criticised for several reasons:
Critics say Bernstein's theory stereotypes working-class language as inferior, when it's just different. All language codes have their own complexity and value.
The theory simplifies the rich variety of language use across social classes. Many working-class families use elaborated code and middle-class families may use restricted code in casual settings.
Society has changed since Bernstein's research in the 1970s. Class boundaries are less clear-cut and digital communication has transformed language use.
Pierre Bourdieu, another influential sociologist, saw language as a form of 'cultural capital' - a resource that can be exchanged for educational success. He argued that schools reward students who possess the 'right' kind of language skills, which are typically associated with the dominant social classes.
Schools often value and reward:
These preferences can disadvantage students from backgrounds where different language styles are the norm, even though these students may be equally capable.
Students who speak English as an additional language face unique challenges. They're learning both the content of their lessons and the language at the same time. Research shows these students can achieve excellent results with the right support, but may need more time and resources.
Today's students navigate between formal academic language and the informal shorthand of text messages and social media. Some educators worry that digital communication styles are affecting students' ability to use formal language, while others see new digital literacy as a valuable skill in its own right.
'Code-switching' refers to the ability to move between different language styles depending on the context. Many successful students become skilled code-switchers, using one language style at home and another at school.
Research by linguistic anthropologist Shirley Brice Heath found that children who learn to code-switch often perform better in education. They understand that different situations call for different ways of speaking and writing.
For example, a student might use slang and informal language with friends, but switch to formal academic language when writing an essay or answering in class.
Many schools and educators are working to create more linguistically inclusive classrooms. Some strategies include:
Teaching the 'hidden rules' of academic language explicitly, rather than assuming all students already know them.
Recognising the value of different dialects, accents and language styles in the classroom, while still teaching standard forms.
Creating connections between students' home language and school language, rather than treating them as completely separate.
Understanding the relationship between language and educational achievement helps us recognise that academic success isn't just about intelligence or effort. The language we grow up speaking can give us advantages or create barriers in the education system.
For students, being aware of these language expectations can help you navigate school more successfully. For society, recognising language inequality is an important step toward creating a fairer education system that values diverse ways of communicating and learning.
Remember: No language style is inherently better than another – they're just different tools for different situations. The key is learning when and how to use each one effectively.