特别感兴趣的学生来自下层阶级,由于他们的成长和生活,认为他们没有获得教育的话语。根据Rothstein(2004)来自下层阶级在儿童早期阅读少往往比那些受过良好教育的父母,和那些读,不挑战与创新的问题。这将导致更低的熟悉单词,影响在早期学习在学校,不管孩子的天生的能力学习(19页)。来自较低的社会经济背景的儿童和青少年是限制用户的最好示例代码,然而作为意义更明确的阐述了代码,这是一个更好的交流的方法试图提供解释当没有以前的知识,以便更全面的解释(p.34),交付情况反映出积极的学校环境中,学生是第一次接收的大部分信息。在阐述教育可以说是更适当的交付代码,结果是话语的出现的问题。支持这个伯恩斯坦(1962)解释说,煞费苦心的代码是普遍性的,参照其意义的模型,即。“这总结综合社会手段和目的。”(33页),因此“只有一些人可以访问的代码和潜在的普遍性特征及其含义。”(34页)。相反,限制代码是具象的,参照其意义的模型,即。“这总结当地社会手段和目的。”(33页)因此“所有人访问代码和当地凝聚意义”
新西兰文化研究论文代写:教育的话语
Of particular interest are pupils from the lower classes, due to the way in which they are raised and live their lives, it is thought that they have less access to the discourse of education. According to Rothstein (2004) those from the lower classes are read to in early childhood less often than those who have educated parents, and those who are read to, are not as challenged with the creative questions. This results in a lower familiarity with words, impacting upon early learning upon school entry, regardless of the natural ability of the child to learn (p. 19). Children and adolescents from lower socio-economic backgrounds are prime examples of users of restricted code, however as elaborated code is more explicit in meaning, it is a better method of communication when attempting to provide explanations when there is no previous knowledge, so more comprehensive explanations can be delivered (p.34), a situation which reflects favourably to a school environment where pupils are receiving the majority of information for the first time. As education is arguably more suitably delivered in elaborated code, the result is the emergence of the discourse problem. To support this Bernstein (1962) explains that elaborative code is universalistic with reference to its meaning with respect to its model, i.e. "it summarises general social means and ends." (p. 33) and therefore "only some people have access to the code and to the potential universalistic character of its meanings." (p. 34). Contrarily, restricted code is particularistic with reference to its meaning with respect to its model, i.e. "it summarises local social means and ends." (p. 33) thus "all people have access to the code and to its local condensed meanings"
