TEACHERS' PERCEPTION OF LANGUAGE FACTORS IN THE ACHIEVEMENT OF WESTERN CANADIAN RURAL SCHOOL PUPlLS

Authors

  • B. Y. Card University of Alberta

Abstract

During the past two years an attempt has been made to explore two kinds of language factors, non-English and non-standard English, in relation to pupil achievement in a rural sector of Northeastern Alberta. The non-English factor refers to the situation where some language other than English is spoken by the learner in his home or in his community. The non-standard English factor, derived primarily from the linguistic social learning theory of Bernstein, refers to the situation where a pupil does not use accurate "middle class" English, which presumably the teacher uses, but rather a non-standard English of the "lower class," of unskilled workers or of teen-agers who have their own speech patterns.

Author Biography

B. Y. Card, University of Alberta

B. Y. CARD, Ph.D. Stanford, is Associate Professor of Education (Sociology of Education) at the University of Alberta. His publications include research reports in professional journals, encyclopaedia articles, and briefs to Royal Commissions as weIl as The Canadian Prairie Provinces from 1870 to 1950: A Sociological Introduction (Toronto: Dent, 1960).

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Published

1966-08-31

How to Cite

Card, B. Y. (1966). TEACHERS’ PERCEPTION OF LANGUAGE FACTORS IN THE ACHIEVEMENT OF WESTERN CANADIAN RURAL SCHOOL PUPlLS. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 1(002). Retrieved from https://mje.mcgill.ca/article/view/6575

Issue

Vol. 1 No. 002 (1966)

Section

Articles

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