There is an agreement among the linguists that there is no variety of language as inherently much better than the any other. All languages and varieties are equal. A standard of a variety is ‘better ‘ only in a social sense; it has a preferred status. It gives the users a certain social benefits, and it increases their life chances.
Bernstein and Codes
Bernstein is interested in the process of socialization, on how the children acquires and responds a particular cultural identity. He views of the relationship between language and cultures appear to have been heavily influenced by the Whorf hypothesis. According to him, there is a serious effect for the children of the lower working class who go to the school because the elaborated code is the medium of the interaction in schooling while a child from the middle class is oriented through to language to principles as these deals with objects and persons, and accessible to the system through which knowledge is acquired.
This British sociologist believes that the English social class system does not allow the low working class easy access to the elaborated codes. Members of that class restrictedly use the code that limits the intellectual horizons of the speakers.
Black English
Black English has certain characteristics in terms of phonology, morphology and syntax. Phonologically, there are likely to be far more homophones in Black English rather than in standard varieties of the languages. In morphology, because t and d are often unpronounced, there is no clear signal of past tense. While in syntactical area, Black English has special use of be or lack of be.
One of the most interesting characteristics of Black English is above-mentioned used of the zero copula while zero copula os rarely found in the White speeches, even poor White Southerners. There is such a variety of English as Black English in the US. Those who speak it recognize that what they speak is something different from the varieties employed by most non-blacks. What is an interesting topic for sociolinguists is children from Black English are usually perceived to bring with them to school a problem that appears directly from speaking such a variety.
Some Consequences for Educations
There is a misunderstanding about Black English, in the characteristics and how it is used. Many educators interprets that Black English, especially children, are deficient in language ability. They lack ability to use language as device to acquire and process the information. In this view, Black English children suffer a verbal deprivation and it was the duty and responsibilities of educators to supply them with one.
(Further Reading: Introduction to Sociolinguistics by Ronald Wardaugh,)
Bernstein and Codes
Bernstein is interested in the process of socialization, on how the children acquires and responds a particular cultural identity. He views of the relationship between language and cultures appear to have been heavily influenced by the Whorf hypothesis. According to him, there is a serious effect for the children of the lower working class who go to the school because the elaborated code is the medium of the interaction in schooling while a child from the middle class is oriented through to language to principles as these deals with objects and persons, and accessible to the system through which knowledge is acquired.
This British sociologist believes that the English social class system does not allow the low working class easy access to the elaborated codes. Members of that class restrictedly use the code that limits the intellectual horizons of the speakers.
Black English
Black English has certain characteristics in terms of phonology, morphology and syntax. Phonologically, there are likely to be far more homophones in Black English rather than in standard varieties of the languages. In morphology, because t and d are often unpronounced, there is no clear signal of past tense. While in syntactical area, Black English has special use of be or lack of be.
One of the most interesting characteristics of Black English is above-mentioned used of the zero copula while zero copula os rarely found in the White speeches, even poor White Southerners. There is such a variety of English as Black English in the US. Those who speak it recognize that what they speak is something different from the varieties employed by most non-blacks. What is an interesting topic for sociolinguists is children from Black English are usually perceived to bring with them to school a problem that appears directly from speaking such a variety.
Some Consequences for Educations
There is a misunderstanding about Black English, in the characteristics and how it is used. Many educators interprets that Black English, especially children, are deficient in language ability. They lack ability to use language as device to acquire and process the information. In this view, Black English children suffer a verbal deprivation and it was the duty and responsibilities of educators to supply them with one.
(Further Reading: Introduction to Sociolinguistics by Ronald Wardaugh,)
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