Sociolinguistic Determinants of Academic Achievement in Brazilian Public Schools.

Autor/in	Moraes, Euzi Rodrigues
Titel	Sociolinguistic Determinants of Academic Achievement in Brazilian Public Schools.
Quelle	(1986), (24 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Classroom Communication; Educational Status Comparison; Elementary Education; Foreign Countries; Foundations of Education; Play; Public Schools; Social Dialects; Socioeconomic Status; Sociolinguistics; Teacher Student Relationship; Teaching Methods; Brazil + Suchen Sie Ihr Suchwort? Schulleistung; Klassengespräch; Soziokultureller Vergleich; Elementarunterricht; Ausland; Grundlagenausbildung; Spiel; Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status; Soziolinguistik; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Brasilien
Abstract	Based on the hypothesis that the low academic achievement of Brazilian children attending government schools was directly related to a discrepancy between the children's working-class dialect and the school's dialect which is closer to upper class speech, a study was undertaken in literacy classes in one private and one public school where the difference in dialects was most extreme. Data were drawn from classroom observation; unstructured interviews with teachers, parents, and children; analysis of the children's text and written work; and dictation to each class of a made-up text in the vernacular. The results suggest that in the public school (1) it is language function rather than grammar that impedes the pedagogical process, (2) the main sociolinguistic question connected with language education is related to the child's previous knowledge and social background, and (3) the play element has been left out of the instructional programs, to the detriment of learning. Both classrooms tended toward linguistic artificiality, but in the public school, the teacher-pupil interaction and communication was far less than in the private school. Teachers' classroom language was found to differ from both the children's language and the teachers' adult language. Anger and use of authority were common elements in teacher language. A fundamental change in educational approach is recommended, an approach built on the principle that freedom, joy, and purpose are essentials of education. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC