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Hubbs-Tait et al (2002)
-Found that where parents use challenging language, children's cognitive function improves.
Challenging language
Leon Feinstein (2008)
-Educated parents are more likely to use challenging language.
-Educated parents are more likely to use praise.
-Parents education is the most important factor in achievement.
Educated parents
Carl Bereiter and Siegfried Engelmann (1966)
-Claim that language used in lower class homes is deficient.
-As a result, children fail to develop the necessary linguistic skills for educational success
Deficient
Basil Bernstein (1975)
-Came up with the elaborated code and the restricted code
Speech codes
Douglas (1964)
-Found that working class parents placed less value on education.
Value
Bernstein and Young (1967)
-Middle class mothers were more likely to buy educational toys
Toys
Barry Sugarman (1970)
-Argues that the working-class subculture has four key features that hinder educational achievement:
*Fatalism: Belief in fate.
*Collectivism: Valuing being part of a group.
*Immediate gratification: Seeking pleasure now.
*Present time orientation: Seeing the present as more important.
Factors
Nell Keddie (1973)
-Describes cultural deprivation as a 'myth'
- Failiure in school is a result of home backgrounds.
Myth
Barry Troyna and Jenny Williams (1986)
-The problem is not the language, but the school's attitude towards it.
-teachers have a 'speech hierarchy'
School Attitude
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