Academic literature on the topic 'Bernstein, Basil B. Sociolinguistics'

Since ancient times India has been a multilingual society and languages in India have thrived though at times many races and religions came into conflict. The states in modern India were reorganised on linguistic basis in 1956 yet in contrast to the European notion of one language one nation, majority of the states have more than one official language. The Linguistic Survey of India (LSI) conducted by Grierson between 1866 and 1927 identified 179 languages and 544 dialects. The first post-independence Indian census after (1951) listed 845 languages including dialects. The 1991 Census identified 216 mother tongues were identified while in 2001 their number was 234. The three-language formula devised to maintain the multilingual character of the nation and paying due attention to the importance of mother tongue is widely accepted in the country in imparting the education at primary and secondary levels. However, higher education system in India impedes multilingualism. According the Constitution it is imperative on the “Union to promote the spread of the Hindi language, to develop it so that it may serve as a medium of expression for all the elements of the composite culture of India … by drawing, wherever necessary or desirable, for its vocabulary, primarily on Sanskrit and secondarily on other languages.” However, the books translated into Hindi mainly from English have found favour with neither the students nor the teachers. On the other hand the predominance of English in various competitive examinations has caused social discontent leading to mass protests and cases have been filed in the High Courts and the Supreme Court against linguistic imperialism of English and Hindi. The governments may channelize the languages but in a democratic set up it is ultimately the will of the people that prevails. Some languages are bound to suffer a heavy casualty both in the short and long runs in the process. References Basil, Bernstein. (1971). Class, Codes and Control: Theoretical Studies Towards a Sociology of Language. London: Routledge & Kegan Paul. Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge: Cambridge UP. Chambers, J. K. (2009). Sociolinguistic Theory: Linguistic Variation and Its Social Significance. Malden: Wiley Blackwell. Constitution of India [The]. (2007). Retrieved from: http://lawmin.nic.in/ coi/coiason29july08.pdf. Cummins, J. (2000). Language, Power and Pedagogy. Clevedon: Multilingual Matters. Dictionary of Quotations in Communications. (1997). L. McPherson Shilling and L. K. Fuller (eds.), Westport: Greenwood. Fishman, J. A. (1972). The Sociology of Language. An Interdisciplinary Social Science Approach to Language in Society. Rowley, MA: Newbury House. Gandhi, M. K. (1917). Hindi: The National Language for India. In: Speeches and Writings of Mahatma Gandhi, (pp.395–99). Retrieved from http://www.mkgandhi.org/ towrds_edu/chap15.htm. Gandhi, M. K. Medium of Instruction. Retrieved from http://www.mkgandhi.org/towrds_edu/chap14.htm. Giglioli, P. P. (1972). Language and Social Context: Selected Readings. Middlesex: Penguin Books. Gumperz, J. J., Dell H. H. (1972). Directions in Sociolinguistics: The Ethnography of Communication. New York: Holt, Rinehart and Winston. Haugen, E. (1966). Language Conflict and Language Planning: The Case of Modern Norwegian, Cambridge, MA: Harvard University Press. Hymes, D. (1974). Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: University of Pennsylvania Press. Hymns of the Atharva-Veda. Tr. Maurice Bloomfield. In: Sacred Books of the East, 42, 1897. Retrieved from: http://www.archive.org/stream/ SacredBooksEastVariousOrientalScholarsWithIndex.50VolsMaxMuller/42.SacredBooks East.VarOrSch.v42.Muller.Hindu.Bloomfield.HymnsAtharvaVed.ExRitBkCom.Oxf.189 7.#page/n19/mode/2up. Jernudd, B. H. (1982). Language Planning as a Focus for Language Correction. Language Planning Newsletter, 8(4) November, 1–3. Retrieved from http://languagemanagement.ff.cuni.cz/en/system/files/documents/Je rnudd_LP%20as%20 LC.pdf. Kamat, V. The Languages of India. Retrieved from http://www.kamat.com/indica/diversity/languages.htm. King, K., & Mackey, A. (2007). The Bilingual Edge: Why, When, and How to Teach Your Child a Second Language. New York: Collins. Kosonen, K. (2005). Education in Local Languages: Policy and Practice in Southeast Asia. First Languages First: Community-based Literacy Programmes for Minority Language Contexts in Asia. Bangkok: UNESCO Bangkok. Lewis, E. G. (1972). Multilingualism in the Soviet Union: Aspects of Language Policy and Its Implementation. Mouton: The Hague. Linguistic Survey of India. George Abraham Grierson (Comp. and ed.). Calcutta: Office of the Superintendent of Government Printing, India, 1903–1928. PDF. Retrieved from http://dsal.uchicago.edu/books/lsi/. Macaulay, T. B. (1835). Minute dated the 2nd February 1835. Web. Retrieved from http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/txt_minute_ed uca tion_1835.html. Mansor, S. (2005). Language Planning in Higher Education. New York: Oxford University Press. Mishra, Dr Jayakanta & others, PIL Case no. CWJC 7505/1998. Patna High Court. Peñalosa, F. (1981). Introduction to the Sociology of Language. New York: Newbury House Publishers. Sapir, E. in “Mutilingualism & National Development: The Nigerian Situation”, R O Farinde, In Nigerian Languages, Literatures, Culture and Reforms, Ndimele, Ozo-mekuri (Ed.), Port Harcourt: M & J Grand Orbit Communications, 2007. Simons, G., Fennig, C. (2017). Ethnologue: Languages of the World, Twentieth edition. Dallas, Texas: SIL International. Retrieved from http://www.ethnologue.com/country/IN. Stegen, O. Why Teaching the Mother Tongue is Important? Retrieved from https://www.academia.edu/2406265/Why_teaching_the_mother_tongue_is_important. “The Tower of Babel”. Genesis 11:1–9. The Bible. Retrieved from https://www.biblegateway.com/passage/?search=Genesis+11:1–9. Trudgill, Peter (2000). Sociolinguistics: An Introduction to Language and Society. London: Penguin. UNESCO (1953). The Use of the Vernacular Languages in Education. Monographs on Foundations of Education, No. 8. Paris: UNESCO. U P Hindi Sahitya Sammelan vs. the State of UP and others. Supreme Court of India 2014STPL(web)569SC. Retrieved from: http://judis.nic.in/ supremecourt/ imgs1.aspx?filename=41872. Whorf, B. L. (1940). Science and linguistics. Technology Review, 42(6), 229–31, 247–8. Sources http://www.censusindia.gov.in/2011-documents/lsi/ling_survey_india.htm http://www.ciil-lisindia.net/ http://www.ethnologue.com/country/IN http://peopleslinguisticsurvey.org/ http://www.rajbhasha.nic.in/en/official-language-rules-1976 http://www.ugc.ac.in/journallist/ http://www.unesco.org/new/en/international-mother-language-day

Presented is an attempt to comprehend the theory of language codes by Basil Bernstein. The main aspects of this concept are analyzed, namely: the difference between the subcultures of the middle and lower (working) classes, the social differentiation of the language, and the influence of learned language codes on school performance. It is shown that the theory of B. Bernstein not only allows us to establish a link between school performance and social origin: it helps to clarify the mechanism by which the relationship between a successful educational career, on the one hand, and belonging to a social class, on the other. This tool is the language codes that are internalized in the course of socialization, along with other elements (value orientations, patterns of perception, thinking and behavior) that are characteristic of the subculture of their class (their social environment); the degree of discrepancy between the linguistic (and, in general, cultural) attitudes and communication practices learned in early childhood, and those that operate in the school space and at all levels of the education system (taking into account the privileged, legitimate, position of the latter and the stigmatization of the former), determines the measure of educational failures. The concept of B. Bernstein is considered as a heuristic tool that contributes not only to expanding the horizons of existing ways of posing educational problems, but also to opening up new perspectives in their understanding.

RESUME Bien que le terme 'sociolinguistics' n'ait ete introduit dans le vocabulai-re technique de la linguistique qu'en 1952 par Haver Currie et que la socio-linguistique ne soit devenue une sous-discipline importante de la science du langage que depuis les annees soixante (v. Bright 1966), cet article main-tient qu'une telle approche du langage existait depuis longtemps, peut-etre plus de cent ans. En d'autres mots, nous avangons qu'il y avait une sociolin-guistique bien avant la lettre. En effet, on retrouve dans la linguistique generate de Wiliam Dwight Whitney (1827-1894) et de Heymann Steinthal (1823-1899) et dans quel-ques articles de Michel Breal (1832-1915) des annees 60 et 70 du siecle dernier des observations qui mettent en relief la nature sociale du langage. Les dialectologues de la meme periode, surtout en France et dans les pays de langue allemande, etaient tout a fait conscients du fait que l'etude des patois, des parlers et des langues orales en general devait etre guidee par des considerations sociologiques (v. Malkiel 1976). Dans la linguistique compa-ree et historique c'est Antoine Meillet (1866-1936), eleve de Saussure et de Breal et collaborates de la revue d'Emile Durkheim, Vannee sociologique, au debut de notre siecle, qui a insiste sur l'importance de l'aspect social (et sociologique) dans l'etude du changement linguistique (par ex., Meillet 1905). Avec ses eleves de Paris, surtout Joseph Vendryes (1875-1960), Alf Sommerfelt (1892-1965) et Marcel Cohen (1884-1974), Meillet etablit l'ecole sociologique du langage (par ex., Vendryes 1921; Sommerfelt 1932; Cohen 1956). Enfin, il existe — a cote de la dialectologie et de l'histoire des langues — encore une troisieme source de la sociolinguistique: l'etude du bilinguisme (par ex., Max Weinreich 1931; Haugen 1953). Ces trois traditions de la recherche linguistique se trouvent toutes reunis dans l'etude de Uriel Weinreich (1926-1967), Languages in Contact (1953), et puisque l'ouvrage de William Labov de 1966, The Social Stratification of English in New York City, qui est souvent cite (bien a tort) comme point de depart de la sociolo-gie moderne, representait sa these de doctorate ecrite sous la direction de Weinreich, il n'est pas etonnant de voir ces traditions, surtout celles de la linguistique geographique et de la linguistique historique, maintenues dans l'oeuvre de Labov (par ex., 1976, 1982). SUMMARY Although the term 'sociolinguistics' was not introduced into linguistic nomenclature before 1952 (see Currie 1952) and the field became a recognized field of research in the late 1960s only (e.g., Bright 1966), it is clear that the subject did not begin two decades ago. Indeed, an investigation into the sources of 'sociolinguistics' reveals that its beginnings go back at least 100 years, to the work of William Dwight Whitney (1827-1894), Heymann Steinthal (1823-1899), Michel Breal (1832-1915), and others. However, these were the first programmatic statements and a number of developments in the study of language were necessary to converge upon the kind of sociolinguistics which most students of language associate with the name of William Labov (e.g., Labov 1966), at least in North America. Interestingly enough, it is also in the work of Labov (e.g., 1972) that the origins of 'sociolinguistics' (to some extent in contradistinction to the 'sociology of language' approach associated with Basil Bernstein, Joshua A. Fishman, and others) could be traced, although neither Labov nor the prolific Dell Hymes has written anything on the history of sociolinguistics. (Indeed, the only paper that comes close to it was written by an outsider to the field, the great Romance scholar Yakov Malkiel, in 1976.) In my paper, I shall demonstrate that there are essentially three major traditions of investigation that led to 'sociolinguistics', namely, (1) Dialectology, especially the work done in German-speaking lands and in France from the 1870s onwards (e.g., Georg Wenker [1852-1911], Jules Gillieron [1854-1926], and others) — part of which had been undertaken in an effort to verify and possibility to support the neogrammarian 'regularity hypothesis' of sound changes; (2) Historical Linguistics, in particular the kind advocated by Antoine Meillet (1866-1936) and his school (e.g., Meillet 1905; Vendryes 1921), which developed into a 'science sociologique' of linguistics in general (Sommerfelt 1932) and a 'sociologie du langage' (e.g., Cohen 1956) among the younger Meillet disciples, and (3) Bilingualism Studies (e.g., Max Weinreich 1931; Haugen 1953), traditions all of which can be found united in the 1953 study of Uriel Weinreich (1926-1967), who happens to have been Labov's teacher and mentor.

O presente estudo tem como objetivo analisar o processo de elaboração da Base Nacional Comum Curricular (BNCC) entre 2014 e 2018 no Brasil. Desde as perspectivas de Basil Bernstein nos estudos sobre currículos, analisamos quatro documentos e suas propostas em três contextos políticos: a) a fase de consolidação da ideia de Educação Básica abrangente, da Educação Infantil ao Ensino Médio e dos direitos à aprendizagem (2012 a 2014); b) a fase da conciliação entre as perspectivas dos direitos da aprendizagem e das matrizes de conteúdos elaboradas no sistema de avaliação em larga escala (2015 e 2016) e posterior rompimento do debate nacional junto da reforma do Ensino Médio (2016 a 2017); c) a fase de finalização da BNCC, especialmente a parte do Ensino Médio (2017-2018). Demonstramos também o quadro das quatro propostas de BNCC e a situação da Sociologia nos respectivos documentos (2014; 2015; 2016; 2018). A análise indicou que a Sociologia presente nas quatro propostas foi capturada pelo discurso pedagógico hegemônico e predominante em cada debate. O discurso pedagógico ainda está codificado pelos persistentes embates dos princípios que organizam os currículos em torno dos componentes curriculares (disciplinas) ou do modelo das competências e habilidades.

Este estudo qualitativo tem o objetivo de compreender como as crianças e os jovens interagem com conteúdos científicos e desenvolvem atividades investigativas mediadas por tecnologias digitais, a partir de três domínios: social, afetivo e cognitivo. Participaram desta pesquisa crianças e jovens oriundos do concelho de Sintra, em Portugal, e para a recolha de dados, foi usado um questionário, realizadas entrevistas semiestruturadas e filmagens do desenvolvimento de uma atividade investigativa através de um Módulo Temático Virtual (MTV). Por meio da Análise Textual Discursiva, foram analisadas categorias pré-determinadas e subcategorias emergentes, utilizando os “fundamentos essenciais da argumentação no contexto da educação científica”: a) os Elementos Taxionômicos da Argumentação Científica (ETAC); b) os Níveis Hierárquicos da Qualidade do Argumento Modificado (QAM); e c) os Elementos Característicos do “Discurso Pedagógico” de Basil Bernstein. Verificou-se que os resultados são mais relevantes em uma atividade investigativa, mediada pelas TIC, quando se leva em consideração: 1) aspectos do domínio social: relacionados com as características sociais e dimensões sociológicas; 2) aspectos do domínio afetivo: relacionados com a tecnologia, o ato de escrever no computador, a disponibilidade para aprender e as manifestações emocionais expressas em situações de alegria, motivação, surpresa e prazer; e 3) os aspectos do domínio cognitivo: evidenciados pela argumentação científica.

This study was motivated by the need to improve curriculum relevance in poor rural schools through contextualised teaching and learning based on the management of local natural resources. It involved four schools which are located in the Ngqunshwa Local Municipality of the Eastern Cape Province of South Africa. The study's aim was to provide insight into and better understanding of the curriculum implementation process regarding natural resource management (NRM) education in a poor rural education context. This was done by analysing the extent of NRM integration in pedagogic texts, activities and practices in the different fields which constitute the structure of the pedagogic system in this education sector. The study adopted an interpretivist approach to the analysis, which was based on indicators of the extent of NRM integration, and was informed by Bernstein's concepts of classification and curriculum recontextualisation, and his model of the structure of the pedagogic system. The items which were analysed included national and provincial Grade 10 Life Sciences curriculum documents, Grade 10 Life Sciences textbooks, in-service training workshops for Life Sciences teachers, and various school documents, activities and practices. The analysis also involved interviews with educators, and classroom observations of Grade 10 Life Sciences lessons. The results revealed a very high overall level of NRM integration in the Grade 10 Life Sciences curriculum documents produced at national and provincial levels. The overall level of NRM integration was also found to be very high in the Grade 10 Life Science textbooks that were analysed, but very low in the in-service teacher training workshops, and in the schools' documents, activities and practices, especially in the Grade 10 Life Sciences lessons, and in schools' end-of-year Grade 10 Life Sciences examination papers. The study makes a number of recommendations towards effective integration of NRM into the curriculum of Eastern Cape's rural poor schools which include more specific and explicit reference to NRM in the official Grade 10 Life Sciences curriculum documents, the provision of environmental education courses to district education staff and Grade 10 Life Sciences teachers, the training of teachers in the classroom use of textbooks and other educational materials, and regular monitoring of teachers' work. The study also exposes important knowledge gaps which need urgent research attention in order to enhance NRM education in the poor rural schools of the Eastern Cape. These include analysing power and control relationships between the various agencies and agents that are involved with curriculum implementation in this education sector, and conducting investigation into the creation of specialist NRM knowledge and into the quality of NRM knowledge that is transmitted as pedagogic discourse in schools. This study contributes to the fields of rural education and environmental education in South Africa, and to the growing interest in the study of curriculum from a sociology of education perspective in the context of the country’s post-apartheid curriculum reforms.

The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms.
KMBT_363
Adobe Acrobat 9.54 Paper Capture Plug-in