Verbal Deficit
A Critique
Bibliographic Data
| ID | 8405475 |
|---|---|
| Authors | James L Jarrett (0000-0003-0845-9935), Jane Gordon, J C B Gordon |
| Year | 1983 |
| Volume | 31 |
| Issue | 2 |
| Pages | 172 |
| Publication date | 1983-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3121317 |
| OpenAlex | W2095293266 |
| Language | EN |
| Citations received | 4 |
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
Cognitive psychology · Multilingual Education and Policy · Psychology · Reading and Literacy Development · Second Language Learning and Teaching
| Unique citing works | 4 |
|---|---|
| Citations per year | 0.1 |
| Citation span | 1985 - 2006 (22) |
| Citation velocity | historical |
| Highly cited | No |