This document discusses sociolinguistics and language attitudes. It is authored by Budi Ardian Saputra for the English Department Program at Sekolah Tinggi Keguruan dan Pendidikan Dharmasraya in 2014. The document covers attitudes toward language, methods for collecting attitude data, and why working class children may fail in school from a sociolinguistic perspective more than middle class children. It examines the concepts of overt and covert prestige and how the criteria for success in schools are based on middle class language and ways of interaction, which some working class children rebel against.

1. SOCIOLINGUISTICS
ATTITUDES AND LANGUAGE
Budi Ardian Saputra
ENGLISH DEPARMENT PROGRAM
SEKOLAH TINGGI KEGURUAN DAN PENDIDIKAN
DHARMASRAYA
2014

2. CHAPTER I
INTRODUCTION
In this chapter we learn what the meaning attitudes to language and sociolinguistics and education.
Each People have attitudes about language in general, their language, and the language of other
people. They may feel that an unwritten language is not a 'real' language. They may feel shame
when other people hear their language. They may believe that they can only know one language
at a time. They may feel that the national language is the best language for expressing patriotism,
the best way to get a job, the best chance at improving their children's future.

3. CHAPETER II
CONTENT
Attitudes to language
Language attitudes (positive or negative) towards a language or a variety have much impact on
language and education
Explain overt prestige & covert prestige from a sociolinguistic perspective?
The meaning of overt prestige is reasonably self-evident; it is associated with the standard variety
in a community 'the best way of speaking in a community'. In contrast the term covert prestige
refers to positive attitudes towards vernacular or non-standard speech varieties.
What are the methods of collecting attitude data?
1- Direct observation
2- Direct questions
3- Indirect measures
Why do working-class children fail in schools more than middle-class children from a
sociolinguistic perspective?
The criteria for success are middle-class criteria, including middle-class language and ways of
interaction
Many of the children, recognizing that schools are essentially middle-class institutions,
deliberately and understandably rebel against all that they represent.

4. CHAPTER III
CONCLUSION
From this lesson we will understand about relationship attitudes and applications, The criteria for
success are middle-class criteria, including middle-class language and ways of interaction
Many of the children, recognizing that schools are essentially middle-class institutions,
deliberately and understandably rebel against all that they represent.

5. BIBLIOGRAPHY
1. Holmes Janet. An introduction to sociolinguistic. Wellington, New Zealand. 1990.