This document discusses Basil Bernstein's theory of cultural deprivation and language codes as it relates to class differences in education. It can be summarized as follows: 1. Bernstein proposed that working class children experience cultural deprivation that limits their intellectual development and language skills compared to middle class children. 2. He identified two main language codes - restricted code used by working class families and elaborated code used by middle class families and schools. 3. Bernstein argued that schools reward the use of elaborated code, putting working class children at a disadvantage if they only have access to restricted code in their home environment.

1. Class difference in education

2. By the end of this lesson you will be
able to
 Define cultural deprivation
 State the three main aspects of cultural deprivation theory
 Explain the difference in intellectual development of working class and
middle class children
 Describe Bernstein’s theory of language codes

3. Cultural Deprivation
 Primary socialization gives us the skills and attitudes we need to be
successful in education.
 Many working class families fail to provide their children with the
skills to be successful.
 They grow up ‚Culturally Deprived‛

4. Cultural Deprivation
 Three main aspects of cultural deprivation theory.
1.
Intellectual Development
2.
Language
3.
Attitude and Values

5. Intellectual Development
 Development of thinking and reasoning skills

problem solving
conceptual thinking
 Working class homes may not have the same resources as middle class
homes
 Books
 Baby Einstein
 Toys
 Playgroups, singing groups, tumble tots

6. Intellectual Development
 J.W.B Douglas (1964)
 Working class children scored lower on tests of ability.
 Working class homes less likely to read with their children.
 Bernstein and Young (1967)
 Ways mother’s choose toys has impact
 Middle class mothers more likely to choose toys that encourage thinking
and reasoning.

8. Language
 Basil Bernstein identified differences between working class and
middle class language. These influence achievement
Working Class
Middle class
Restricted Code
Elaborated code

9. Restricted Code
 Limited vocabulary
 Use of short, grammatically simple sentences
 Speech is predictable
 May only involve a single word
 May only involve a gesture
 Non-analytic
 Context bound

10. Elaborated Code
 Wider vocabulary
 Longer, more complex sentences
 Communicates abstract concepts
 Context-free
 Spells out meaning explicitly

11. Bernstein
Bernstein's research argued that working-class students had
access to their restricted code(s) - but middle-class students had
access to both restricted and elaborated codes

14. How does restricted code
disadvantage working class
children in schools?

15. Because schools and colleges are:
 Are concerned with the introduction of new knowledge which goes
beyond existing shared meanings
 Take elaborated code as the ‘correct way’ of communicating
 Pupils need to use elaborated code. The bottom line is that if you can't
handle elaborated code, you are not going to succeed in the
educational system.

16. Problems with Bernstein’s Research
 The social conditions which working class and middle class children
live in today are not the same as in the 60s– working class communities
not so separate
 The term ‘restricted’ implies deficiency from working class language
 Bernstein did not question the implication that children are expected to
use elaborated code as a convention of the education system – is this
actually true?

17. Problems with Bernstein’s Research
 Some of Bernstein’s research used limited data on topics more accessible
to middle class speakers like capital punishment. Later researchers
found that working class speakers did use elaborated code in different
contexts.
 Bernstein carried out research in artificial situations – university
departments.

18. By the end of this lesson you will be
able to
 Define cultural deprivation
 State the three main aspects of cultural deprivation theory
 Explain the difference in intellectual development of working class and
middle class children
 Describe Bernstein’s theory of language codes

19. Exam practice
 What is meant by ‘cultural deprivation’? (2 marks)
 Outline some of the ways in which cultural deprivation may lead to
educational under-achievement for working-class pupils. (12 marks)

20. Exam Practice
Item 1B
 According to some sociologists, many working-class children are disadvantaged by their early
experiences. Studies of pre-school socialisation show important differences between social classes that
contribute to differences in educational achievement. Some working-class parents have lower
expectations of their children, place less emphasis on constant improvement and do not reward success
systematically. Working-class homes, with fewer books and educational toys, may provide a less
stimulating learning environment. Similarly, some working-class children are not taught to use the
elaborated speech code used both by middle-class families and by the school. The government
considers these factors so important that it has sought to intervene. For example, Sure Start involves
over 500 local programmes in deprived areas, working with disadvantaged families to promote young
children’s intellectual, linguistic and social development so that they are in a position to do well when
they start school.
 (f) Using material from Item 1B and elsewhere, assess the view that working-class under-achievement
in education is the result of home circumstances and family background.
(20 marks)