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
2023-12-14
8
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:https://tihaiku.com/zcyy/3271449.html
相关试题推荐
Childrenaregettingsofattheymaybethefirstgenerationtodiebefore
Childrenaregettingsofattheymaybethefirstgenerationtodiebefore
Childrenaregettingsofattheymaybethefirstgenerationtodiebefore
Childrenaregettingsofattheymaybethefirstgenerationtodiebefore
Childrenaregettingsofattheymaybethefirstgenerationtodiebefore
Childrenaregettingsofattheymaybethefirstgenerationtodiebefore
Childrenaregettingsofattheymaybethefirstgenerationtodiebefore
InpartsofIndia,42percentofallchildrenunderage5weresufferedfrommal
Insomecountrieswhereracialprejudiceisacute,violencehassocometo
Insomecountrieswhereracialprejudiceisacute,violencehassocometo
随机试题
Wehavenoresponsibilityforthefailureofourcooperation.Itisyourcompany
图示均质圆轮,质量为m,半径为r,在铅垂图面内绕通过圆盘中心O的水平轴转动,角速
《继续教育暂行规定》和《住院医师制度化规范化培训条例(试行)》颁布于()
中医学治疗疾病及疗养调补的基本原则是()A.调整人体阴阳的平衡 B.损其有余
关于遗传对儿童生长发育影响的叙述哪项是错误的A.遗传决定了儿童生长发育的潜力
下列属于现代医学目的的是()A.重治疗轻预防 B.提高生命质量 C
Theexpeditionreachedthesummitat10:
临床牙冠与固定义齿功能直接有关的是A.连接强度 B.固位力 C.支持力 D
不同对象的培训与开发应包含()。A.决策管理层 B.监督管理层 C.专业技
交流系统用单芯电力电缆的(),应同时满足电缆金属护层正常或感应电压不超过允许值
最新回复
(
0
)