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They’re my words - I’ll talk how I like! Examining social class and linguistic practice among primary-school children

They’re my words - I’ll talk how I like! Examining social class and linguistic practice among primary-school children

 MacRuairc, Gerry.
 2011
 p. 535-559 English
Ngôn ngữLanguage management.Linguistic discontinuity.Social class.Style shifting.Stylization.Language variation.Child agency.
Tác giả CN MacRuairc, Gerry.
Nhan đề They’re my words - I’ll talk how I like! Examining social class and linguistic practice among primary-school children / Gerry MacRuairc
Thông tin xuất bản 2011
Mô tả vật lý p. 535-559
Tóm tắt The central role played by language in mediating school experience and the prestige accorded to standard language varieties within the field of education provide the broad rationale for this paper. This qualitative study, based on a friendship focus-group design, was conducted in two groups of 12-year-old children from contrasting ‘ideal type’, so¬cioeconomic groups over a period of one school year. The study examines the children’s use of and attitude to language variation. A six-point typology of linguistic styles is identified based on specific patterns of usage among the participants. The study pro¬vides an insight into the levels of stratification that exist with respect to language use among children and the complex interdependence of a range of factors contributing to the persistence of linguistic continuity and discontinuity between schools and different social/gender groups
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Language management.
Từ khóa tự do Linguistic discontinuity.
Từ khóa tự do Social class.
Từ khóa tự do Style shifting.
Từ khóa tự do Stylization.
Từ khóa tự do Language variation.
Từ khóa tự do Child agency.
Nguồn trích Language and education- 2011, Vol25, N.6
MARC
Hiển thị đầy đủ trường & trường con
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362[ 0] |a Vol. 25 (November 2011)
520[ ] |a The central role played by language in mediating school experience and the prestige accorded to standard language varieties within the field of education provide the broad rationale for this paper. This qualitative study, based on a friendship focus-group design, was conducted in two groups of 12-year-old children from contrasting ‘ideal type’, so¬cioeconomic groups over a period of one school year. The study examines the children’s use of and attitude to language variation. A six-point typology of linguistic styles is identified based on specific patterns of usage among the participants. The study pro¬vides an insight into the levels of stratification that exist with respect to language use among children and the complex interdependence of a range of factors contributing to the persistence of linguistic continuity and discontinuity between schools and different social/gender groups
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
653[ ] |a Language management.
653[ ] |a Linguistic discontinuity.
653[ ] |a Social class.
653[ ] |a Style shifting.
653[ ] |a Stylization.
653[ 0] |a Language variation.
653[0 ] |a Child agency.
773[ 0] |t Language and education |g 2011, Vol25, N.6
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