Hyatt, D. orcid.org/0000-0002-8333-0501, Escott, H. and Bone, R. (2022) ‘Addressing’ language deficit : valuing children's variational repertories. Literacy, 56 (3). pp. 212-224. ISSN 1741-4350
Abstract
There is growing evidence that student contributions via classroom talk (oracy) are subject to social judgements premised on cultural evaluation of accent and dialect, with particular varieties often viewed in deficit terms and pathologised, both within and beyond the classroom. We reflect on a university–community project involving researchers working to support Greythorpe Junior School (‘pseudonymised’) to address the linguistic deficit position that a school inspection report had taken in relation to the use of local varieties of English in Greythorpe. The researchers used socio-linguistic frames (repertoire, accommodation and discourse attuning) to develop productive strategies for students and the school to take ownership of how to negotiate perspectives that diminish non-standard accents and dialects. We provide illustrations of the workshop conversations with children and teachers to highlight the sophisticated, lived, metalinguistic understandings of children and teachers in the school, through which this perception of language deficit was ultimately renegotiated. In illustrating this case, we draw into focus the ways in which academic, institutional, socio-linguistic knowledge is (by its descriptive nature) divorced from context and so is only of use if it can be owned by those who are facing linguistic inequalities.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2022 The Authors. Literacy published by John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made (http://creativecommons.org/licenses/by-nc-nd/4.0/). |
Keywords: | repertoire; accommodation; language deficit; discourse attuning; oracy |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 23 Aug 2022 13:25 |
Last Modified: | 02 Feb 2023 11:08 |
Status: | Published |
Publisher: | Wiley |
Refereed: | Yes |
Identification Number: | 10.1111/lit.12303 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:190030 |
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