Bernstein Speech patterns and intelligence

Bernstein – Speech Patterns

Since speech is an important medium of communication and learning, attainment levels in schools may be related to differences in speech patterns. Bernstein distinguished two patterns of speech

Restricted code – this is a kind of shorthand speech which uses short, simple and often unfinished sentences. Users of the code have so much in common that there is no need to make meanings explicit in speech. Meanings are more likely to be conveyed by gesture and tone of voice. Members of the working class are usually limited to the use of the restricted code. E.G. “She saw it”.
Elaborated code – this code is characteristic of the middle classes. It fills in the detail and provides the explanations omitted by restricted codes. Anyone can understand elaborated code users in any situation E.G. “The young girl saw the ball”.

Bernstein explained the origins of these speech codes in terms of class differences in the family and the work situations of the working and middle classes:

In middle class families and in non manual work, relationships tend to be less rigid, people are treated as individuals and decisions are reached by negotiation
In working class families and in manual work, relationships are based on a clear hierarchy and little discussion is needed.

Bernstein believed that the middle classes could switch between codes however working class were only able to use the restricted code. As formal ...

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Bernstein explained the origins of these speech codes in terms of class differences in the family and the work situations of the working and middle classes:

In middle class families and in non manual work, relationships tend to be less rigid, people are treated as individuals and decisions are reached by negotiation
In working class families and in manual work, relationships are based on a clear hierarchy and little discussion is needed.

Bernstein believed that the middle classes could switch between codes however working class were only able to use the restricted code. As formal education is conducted in terms of an elaborated code, working class children are placed at a disadvantage.

Intelligence

The tripartite system allocated an individual to one of three types of school largely on the basis of their performance in the 11+ intelligence test. There was a strong correlation between results and social class, with middle class children gaining more places at grammar schools.

Researchers argue that IQ tests are biased in favour of white middle class since they are largely constructed by members of this group.

Different social groups have different subcultures and this affects their performance in IQ tests. This means that comparisons between such groups in terms of measured intelligence are invalid. General agreement that intelligence is due to the genes individuals inherit from parents and the environment they grow up in.

Gillborn and Youdell – the new IQism- They argue that the idea of ability has now replaced that of intelligence but is used in the same way. Research in two London schools suggested that teachers thought children had largely fixed abilities. They concentrated on children who were borderline for achieving 5 grace Cc in GCSE’s because it affected the school’s league table results (The A-C economy). Black and working class children tended to be perceived as low ability and few were thought to have potential for 5 GCSE’s so they were held back in the education system.

Bernstein Speech patterns and intelligence

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