‘Addressing’ language deficit: valuing children's variational repertories

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.

Valuing Children's Dialects: Overcoming Language Bias in Schools

What is it about?

The study explored strategies to address linguistic deficit perceptions at Greythorpe Junior School, where local English varieties were undervalued. The methodology involved socio-linguistic frameworks such as repertoire, accommodation, and discourse attuning, employed to develop strategies for students and teachers to manage negative perceptions of non-standard accents and dialects. The research was part of a university-community project aimed at challenging deficit models of language through workshops that focused on how children and teachers perceive and use language. Conversations with Year 6 students highlighted their views on language authenticity and sociolinguistic identity, which were used to renegotiate perceptions of language deficit. The study was a component of the larger ""Language as Talisman"" project, which embraced a collaborative ethnographic approach, engaging participants actively in shaping the research. The main findings demonstrated the sophisticated metalinguistic understandings of children and teachers, facilitating ownership of language perceptions and contributing to addressing linguistic inequalities.

Why is it important?

This study is important as it addresses the pervasive issue of linguistic prejudice in educational settings, specifically focusing on the stigmatization of non-standard accents and dialects. By collaborating with Greythorpe Junior School, the research challenges deficit models of language that equate linguistic variety with cognitive and cultural shortcomings. The study's significance lies in its potential to reshape educational policies and practices by empowering students and teachers to recognize and value linguistic diversity. This initiative contributes to a broader understanding of language as a cultural asset rather than a deficit, fostering more inclusive and equitable educational environments.

Key Takeaways:

1. Re-negotiation of Language Deficit Perception: The study illustrates how socio-linguistic strategies can empower students and teachers to challenge and renegotiate perceptions of language deficit, thus promoting a more inclusive view of linguistic diversity.

2. Student and Teacher Metalinguistic Awareness: Through workshops, both students and teachers at Greythorpe demonstrated sophisticated metalinguistic understandings, emphasizing the importance of context in language use and authenticity in communication.

3. Collaborative Research Approach: The project highlights the effectiveness of a co-produced research model, where academic and community stakeholders work together to address real-world linguistic inequalities, enhancing the practical application of socio-linguistic theories.