Literaturnachweis - Detailanzeige
| Autor/in | Williams, Eddie |
|---|---|
| Titel | A Paradigm Regained: Conflict Perspective on Language Use in Bilingual Educational and Social Contexts. |
| Quelle | (1988), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Acculturation; Bilingual Education; Bilingualism; Foreign Countries; Language Research; Language Role; Linguistic Theory; Sociolinguistics |
| Abstract | The validity of the consensus paradigm dominant in sociolinguistics is questioned. Social scientists working in this paradigm take the perspective of society as an aggregate operating through agreement between its constituent elements, working to the benefit of the aggregate. The best-known of the consensus-oriented theories is structural-functionalism (S-F), which sees society as a system of mutually supportive institutions where each institution contributes to the system as a whole, maintaining it in equilibrium. By contrast, variant theories in the conflict paradigm see the S-F concept of society as a fundamental misrepresentation. It is proposed here that theories in the conflict paradigm are more powerful than those in a consensus paradigm because they account more comprehensively for observed phenomena in language use and learning. Further, language policies in education based on consensus theories are likely to be counterproductive for being based on invalid theories. The implication is that schools can do no more than the dominant group will allow: perpetuate structural conflict or promote assimilation. Schools can not transform dominated social groups into dominant groups. At best, schools can enhance an individual's capacity for mobility from one group to another. A society of groups with differential power coexisting in an integrated way without conflict is not possible. (MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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