Verbal Deficit

<p>Originally published in 1981. Verbal deficit theories try to account for differential educational attainments in linguistic terms, suggesting that children reach varying levels of success in school as a result of their ability or inability to express themselves, and relate this to social class. This critique considers such theories, especially in the form propounded by Bernstein, primarily from a sociolinguistic viewpoint but with special attention to the historical and educational context behind the theories. It claims that verbal deficit theories are not only unscientific and non-linguistic, but are educationally damaging as well, and proposes instead a linguistic ‘difference’ theory.</p> <p>Introduction 1. Differential Educational Attainment 2. ‘Classical’ Verbal Deficit Theory 3. Bernstein’s Sociolinguistic Theory 4. Challenges and Alternatives 5. Verbal Deficit Theories in Context. Conclusion and Prospect. Appendices</p>