Reduction of Socio-Economic Diversity through Standardisation of Language: Reflections and Challenges

Autor/in	Norley, Kevin
Titel	Reduction of Socio-Economic Diversity through Standardisation of Language: Reflections and Challenges
Quelle	In: Athens Journal of Education, 10 (2023) 2, S.271-290 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Socioeconomic Status; Correlation; Standard Spoken Usage; Academic Achievement; Achievement Gap; Language Variation; Social Class; Social Differences; Victims; Violence; Health; Mortality Rate; Teaching Methods; Technology Uses in Education; Equal Education; Ethnography; Student Diversity; Power Structure; Social Status; Disproportionate Representation; English; Gender Differences; Ethnicity; Foreign Countries; English (Second Language); United Kingdom + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Korrelation; Gesprochene Sprache; Umgangssprache; Schulleistung; Sprachenvielfalt; Social classes; Soziale Klasse; Sozialer Unterschied; Victim; Opfer; Gewalt; Gesundheit; Mortalitätsrate; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ethnografie; Sozialer Status; English language; Englisch; Geschlechterkonflikt; Ethnizität; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Großbritannien
Abstract	Could the standardisation of language narrow disparities in achievement in education amongst people of different social class, and within and across ethnicities and genders, and could this have implications for injustices and inequities in wider society? In analysing socio-economic diversity through the lens of its correlation with language, this paper examines how the standardisation of language could be used as a means to reduce such diversity. It examines links between the standardisation of language, and the reduction of inequalities between socio-economic groups, in regard to achievement in education. It also examines the correlation between language and social class, and propensity towards being a perpetrator and/or victim of hostility and violence, as well as their relationship with health and life expectancy etc. The paper further examines the effect of the use of technology and teaching methods on the acquisition of knowledge, and how this impacts upon children of different social class within the learning environment. In order to help address some of these questions, an auto-ethnographic methodology is adopted with the aim of being able to explore, and reflect upon, personal experience, and to be able to weave greater understanding and connections between apparently disparate factors related to diversity, all through the lens of language and its relationship to aspects of culture relating to social class. Amongst its conclusions, the paper argues that the standardisation and enhancement of spoken language would narrow the disparities in academic achievement between socio-economic groups. The paper also argues that in order to challenge inequitable power structures which have arisen from historical injustices, then rather than concentrating on underrepresentation of groups of people within high status positions in society, the focus of diversity should be directed towards challenging the over representation, in a range of settings, of groups of people within low status positions in society. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01