首页
登录
职称英语
Researchers in many countries have observed that middle class children as a
Researchers in many countries have observed that middle class children as a
游客
2024-12-26
37
管理
问题
Researchers in many countries have observed that middle class children as a group are more successful in the educational system than working class children. More of the former, for example, reach college. Professor Basil Bernstein of the University of London has argued that there is a link between social class and educational failure and that this link is language. In a series of papers published from 1958 to 1973 Bernstein has developed a theory of the "Structure and process of cultural transmission," or socialization, part of which may be summarized as follows.
One characteristic of many (but not all) working class families is that the status of different members of the family is clearly defined; the authority of the father, for instance, derives from the fact that he is the father. This type of family Bernstein calls positional, and he contrasts it with the person-centered family type, more common (although not omnipresent) in the middle classes. In the latter, status, authority and interpersonal relationships are "Negotiated" according to the unique characteristics of each family member. This negotiation, or lack of it, is reflected linguistically. The following conversation might take place in a positional family:
Child: Can I have an ice cream?
Mother: No.
Child: Why not?
Mother: Because I said so.
In order to justify her refusal of the child’s request, the mother resorts to her authority as mother.
The equivalent exchange in a "person-centered" family might go like this:
Child: Can I have an ice cream?
Mother: No.
Child: Why not?
Mother: Because if you have an ice cream now, you won’t want your lunch later on.
This time an attempt is made to justify the decision in logical terms. In both cases a "reason" is given for denying the ice cream, but the "rational" nature of the explanation given by the second mother leads her to the explicit expression of a statement of condition — "If you have an ice cream now"— and result— "you won’t want your lunch later on."
Now Bernstein is not saying that middle class parents are more rational or articulate or intelligent than working class parents. He notes, however, that if this sort of difference distinguishes a large proportion of the conversations these two children hear in their childhood, then it is reasonable to expect the middle class child to enter school, at age five or six, with the ability to understand and produce a more varied linguistic repertoire, a more "elaborated code" than his working class school friend. The latter may be just as intelligent, but he will probably possess a more "restricted" linguistic code.
Bernstein also recognizes that not all middle class parents’ interactions with their children will be like the (imaginary) example quoted, nor all working class parents’ conversations with their children like the second (imaginary) example. He argues that the middle class child, however, is more likely to reach school age with mastery of both codes, restricted and elaborated. Many (but not all) working class children, on the other hand, will possess the "restricted code" only. This may be just as rich and powerful linguistically, just as complex, just as adequate as a means of expression, but it is not the language of the (often middle class) teacher, of books, of schools, or, more generally, of educational success.
There are several problems with Bernstein’s theory, even in its complete form. In common with other critics, Labov has noted the vagueness of the notion of "code" and, with another population, shown how differences in the speech elicited from working class and middle class subjects are sometimes the product of the elicitation procedures themselves. Rosen has attacked what he sees as the confused political definitions of several of Bernstein’s central concepts, including social class, and the lack of linguistic data with which to support his theoretical claims. Trudgill suggests that the linguistic differences found by Bernstein and his associates (such as more of less frequent use of prepositions, impersonal pronouns, varied adjectives and adverbs, and passives) do not reflect two linguistic codes but simply differences in style. [br] The two conversations quoted here imply that______.
选项
A、both working class mothers and middle class ones can refuse a request reasonably
B、neither working class mothers nor middle class ones want their children to eat very often the ice cream
C、working class mothers often speak more authoritatively
D、middle class mothers often speak with elaborated code
答案
D
解析
细节题。在所举的例子下面的第二段中的第一句话否定了答案A或C。答案B没有任何支撑,所以不对。此段中好有一句话a more“lab orated code”than his working class school friend说明中产阶级孩子的母亲话语更加复杂,所以选D。
转载请注明原文地址:http://tihaiku.com/zcyy/3886007.html
相关试题推荐
Thepoundingrainbeganinthemiddleofthenight.ThepeopleofJackson,Ohio
Thepoundingrainbeganinthemiddleofthenight.ThepeopleofJackson,Ohio
Thepoundingrainbeganinthemiddleofthenight.ThepeopleofJackson,Ohio
Ateamofinternationalresearchershasfoundnewevidencethatanendangere
Ateamofinternationalresearchershasfoundnewevidencethatanendangere
Ateamofinternationalresearchershasfoundnewevidencethatanendangere
Ateamofinternationalresearchershasfoundnewevidencethatanendangere
Inwhichcountrywouldparentsoftenthreatentopunishchildrenbyleavingthem
Threeweeksago,astorywepublishedputusinthemiddleofacontroversy.
Inbringingupchildren,everyparentwatcheseagerlythechild’sacquisiti
随机试题
CarolineWorkedasahotelclerkinhernativecountry.Sheenjoyedherjob.Then
Youshouldspendabout40minutesonthistask.Writeaboutthefollowingtopic:
UKhouseholdsarecuttingbackonspendingatthefastestratesince1980.T
以下关于数据流图的叙述中,不正确的是()A.每条数据流的起点或终点必须是加工
旅游团在景点游览期间若遇小贩强拉强卖的情况,地陪应该()。A.严肃批评小贩的行为
表证的发热是A.寒热往来 B.但热不寒 C.恶寒发热 D.壮热 E.潮热
小儿肠套叠非手术治疗首选()。A.空气灌肠 B.钡剂灌肠 C.冷盐水灌肠
小儿使用要素饮食时最大浓度不超过A.9% B.11% C.12.5% D.
从事中间介绍业务的证券公司应当在其经营场所显著位置或者其网站,公开从事介绍业务的
根据《建设工程工程量清单计价规范》,混凝土及钢筋混凝土工程量的计算,正确的是(
最新回复
(
0
)