Where words collide: social class, schools and linguistic discontinuity
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...
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| Veröffentlicht in: | British journal of sociology of education 2011-07, Vol.32 (4), p.541-561 |
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| container_title | British journal of sociology of education |
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| creator | Mac Ruairc, Gerry |
| description | 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. |
| doi_str_mv | 10.1080/01425692.2011.578437 |
| format | Article |
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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.</description><identifier>ISSN: 0142-5692</identifier><identifier>EISSN: 1465-3346</identifier><identifier>DOI: 10.1080/01425692.2011.578437</identifier><identifier>CODEN: BJSEDB</identifier><language>eng</language><publisher>Abingdon: Routledge</publisher><subject>Census Figures ; Children ; Class ; Classes, stratification, mobility ; Cultural identity ; Educational Environment ; Educational sociology ; Family Environment ; Focus Groups ; Foreign Countries ; Friendship ; home-school discontinuity ; Ireland ; Language ; language management ; Language Planning ; Language Usage ; Language Variation ; Language Varieties ; linguistic discontinuity ; Linguistic register ; Linguistic research ; Linguistics ; Middle Class ; Prestige ; Qualitative analysis ; Qualitative Research ; register ; School age children ; Schools ; Social Class ; Social classes ; Social interaction ; Social organization. Social system. Social structure ; Social structure ; Socioeconomic factors ; Socioeconomic Status ; Sociology ; Sociology of education. Educational systems. Lifelong education ; Standard Spoken Usage ; Student School Relationship ; Working Class</subject><ispartof>British journal of sociology of education, 2011-07, Vol.32 (4), p.541-561</ispartof><rights>Copyright Taylor & Francis Group, LLC 2011</rights><rights>Copyright © 2011 Taylor & Francis</rights><rights>2015 INIST-CNRS</rights><rights>Copyright Taylor & Francis Ltd. 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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.</description><subject>Census Figures</subject><subject>Children</subject><subject>Class</subject><subject>Classes, stratification, mobility</subject><subject>Cultural identity</subject><subject>Educational Environment</subject><subject>Educational sociology</subject><subject>Family Environment</subject><subject>Focus Groups</subject><subject>Foreign Countries</subject><subject>Friendship</subject><subject>home-school discontinuity</subject><subject>Ireland</subject><subject>Language</subject><subject>language management</subject><subject>Language Planning</subject><subject>Language Usage</subject><subject>Language Variation</subject><subject>Language Varieties</subject><subject>linguistic discontinuity</subject><subject>Linguistic register</subject><subject>Linguistic research</subject><subject>Linguistics</subject><subject>Middle Class</subject><subject>Prestige</subject><subject>Qualitative analysis</subject><subject>Qualitative Research</subject><subject>register</subject><subject>School age children</subject><subject>Schools</subject><subject>Social Class</subject><subject>Social classes</subject><subject>Social interaction</subject><subject>Social organization. Social system. Social structure</subject><subject>Social structure</subject><subject>Socioeconomic factors</subject><subject>Socioeconomic Status</subject><subject>Sociology</subject><subject>Sociology of education. Educational systems. Lifelong education</subject><subject>Standard Spoken Usage</subject><subject>Student School Relationship</subject><subject>Working Class</subject><issn>0142-5692</issn><issn>1465-3346</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>BHHNA</sourceid><recordid>eNqN0U1rFDEYB_AgCq5rv0GFQRAvzvbJ5N2LSKmtpeDF4nHI5sVmyU5qMkPZb2-GaffgQT3l8P_l5ckfoVMMGwwSzgDTjnHVbTrAeMOEpEQ8QytMOWsJofw5Ws2knc1L9KqUHQBwYHiFLn_cueyah5RtaUyKMVj3sSnJBB0bE3UpH5pi7lKKpdGDbWIYfk6hjME0NhSThjEMUxgPr9ELr2NxJ4_rGt1-ufh-ftXefLv8ev75pjUMyNhaDaBspznzSknSCbP13oCh1GzllthOWEkpJZg7KYmHOgoI76USBAg4T9bo_XLufU6_JlfGfl-f4WLUg0tT6RVWincC5H9JIIrjf0opFCgmMVT59g-5S1Me6sAzEoowyiqiCzI5lZKd7-9z2Ot86DH0c1_9U1_93Fe_9FW3vXs8Wxejo896MKEc93bVQP2w6k4X53Iwx_jiWhECFa3RmyXelTHlY05xRwSXc_5pycPgU97r2ny0_agPMeWnO8lfH_obQg25sg</recordid><startdate>201107</startdate><enddate>201107</enddate><creator>Mac Ruairc, Gerry</creator><general>Routledge</general><general>Routledge, Taylor & Francis Group</general><general>Taylor & Francis</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7U4</scope><scope>8BJ</scope><scope>BHHNA</scope><scope>DWI</scope><scope>FQK</scope><scope>JBE</scope><scope>WZK</scope><scope>7T9</scope></search><sort><creationdate>201107</creationdate><title>Where words collide: social class, schools and linguistic discontinuity</title><author>Mac Ruairc, Gerry</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c503t-da009d2a65f998327cbffc0c44cb8b3d27d8444316e883f078407ff8973030ef3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Census Figures</topic><topic>Children</topic><topic>Class</topic><topic>Classes, stratification, mobility</topic><topic>Cultural identity</topic><topic>Educational Environment</topic><topic>Educational sociology</topic><topic>Family Environment</topic><topic>Focus Groups</topic><topic>Foreign Countries</topic><topic>Friendship</topic><topic>home-school discontinuity</topic><topic>Ireland</topic><topic>Language</topic><topic>language management</topic><topic>Language Planning</topic><topic>Language Usage</topic><topic>Language Variation</topic><topic>Language Varieties</topic><topic>linguistic discontinuity</topic><topic>Linguistic register</topic><topic>Linguistic research</topic><topic>Linguistics</topic><topic>Middle Class</topic><topic>Prestige</topic><topic>Qualitative analysis</topic><topic>Qualitative Research</topic><topic>register</topic><topic>School age children</topic><topic>Schools</topic><topic>Social Class</topic><topic>Social classes</topic><topic>Social interaction</topic><topic>Social organization. Social system. Social structure</topic><topic>Social structure</topic><topic>Socioeconomic factors</topic><topic>Socioeconomic Status</topic><topic>Sociology</topic><topic>Sociology of education. Educational systems. 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| source | Sociological Abstracts; Applied Social Sciences Index & Abstracts (ASSIA); JSTOR Archive Collection A-Z Listing |
| subjects | Census Figures Children Class Classes, stratification, mobility Cultural identity Educational Environment Educational sociology Family Environment Focus Groups Foreign Countries Friendship home-school discontinuity Ireland Language language management Language Planning Language Usage Language Variation Language Varieties linguistic discontinuity Linguistic register Linguistic research Linguistics Middle Class Prestige Qualitative analysis Qualitative Research register School age children Schools Social Class Social classes Social interaction Social organization. Social system. Social structure Social structure Socioeconomic factors Socioeconomic Status Sociology Sociology of education. Educational systems. Lifelong education Standard Spoken Usage Student School Relationship Working Class |
| title | Where words collide: social class, schools and linguistic discontinuity |
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