A01=J. C. B. Gordon
Author's Previous Writings
Author_J. C. B. Gordon
Author’s Previous Writings
Basil Bernstein
Bernstein's Theory
Bernstein’s Theory
BEV
Black English
Category=CFB
Category=JNA
Closed Communication Systems
Differential Educational Attainment
education and class
education history
education linguistics
education literacy
Education System
educational attainment
educational inequality
Educational Waste
eq_bestseller
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Generalised Low Variety
HMI's Report
HMI’s Report
Intelligence Theory
interdisciplinary sociolinguistics
IQ Test Score
language acquisition
language and education policy
language school
linguistic difference theory
linguistics and class
linguistics history
linguistics school
Lower Working Class Children
Non-standard Dialects
Non-verbal IQ
Nonverbal IQ Score
Nursery School Provision
Premature Leavers
Project Headstart
psycholinguistics
social class language
sociolinguistic critique of deficit models
sociolinguistics
sociolinguistics education
sociology language
speech class
speech deficit
Standard Dialect
Teacher Training Manuals
Uneven Social Distribution
Variability Hypothesis
Verbal Deficit
Verbal Deficit Theory
Product details
- ISBN 9781138352872
- Weight: 330g
- Dimensions: 138 x 216mm
- Publication Date: 25 Feb 2020
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
Secure
checkout
Fast Shipping
Easy returns
Originally published in 1981. Verbal deficit theories try to account for differential educational attainments in linguistic terms, suggesting that children reach varying levels of success in school as a result of their ability or inability to express themselves, and relate this to social class. This critique considers such theories, especially in the form propounded by Bernstein, primarily from a sociolinguistic viewpoint but with special attention to the historical and educational context behind the theories. It claims that verbal deficit theories are not only unscientific and non-linguistic, but are educationally damaging as well, and proposes instead a linguistic ‘difference’ theory.
