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