Language and educational performance.

I almost misspelt and published "performance" missing the N. We'd have a case of perfor-mace, like i could spray it in your eyes and, yes, i do believe you performance would be lowered. Sadly this post is not about macing people, although i think that might a be a fun topic.

This is about our capacity to use and understand language, and it's relationship to educational performance/attainment.

A sociologist Bernstein did a study which illustrated the use of Restricted and Elaborate language which are the ideas, the impetus from where i am drawing on. His ideas cover the implicit meaning in language, which, when kept implicit constitute restricted code.

i don't think this is a fair presentation of Bernstein and by google(ing) or just clicking here, you can read about him.

Lucky for Bernstein, his fans, and by causality, me, this is not about Bernstein.

Through socialization, of family, media, school, reading books playing games - essentially- through our remembered experiences we collect, learn and disseminate language.

But it is the case that certain groups are less fortunate than others in their control over language, i mean, typically, i'm talking about class, but that doesn't explain it.

Instead, ill introduce the idea of social capital (in this sense, the collected "social" - here, language) and say there is a correlation between class and social capital.

But my actual point is simply that it is not over, and we still have (no matter the class) a big problem with language and educational performance.

A few days ago, and this is the reason for writing this, (just to provide a small explanation) an English question used the word "provocative" and the student didn't understand.

Language is a serious barrier to educational performance, and i'd even go as far to say, some ones understanding of the world.