Two Generations after Bernstein Updating Research on Language Disadvantage among 21st Century Kindergarten Children

Abstract

The research analyses the speech of kindergarteners by updating Basil Bernstein’s theory of language codes. The aim was to examine whether the mandatory kindergarten implemented in Hungary, the expectations for language development described in the National Basic Program of Kindergarten Education, which correspond to the solution proposals formulated by Bernstein, compensate for the linguistic differences observed among kindergarteners living two generations after the birth of Bernstein’s theory. To capture residential disadvantages, research was conducted in three fields using settlement categories according to Government Decree 105/2015. (IV. 23.) and the Central Statistical Office data on the proportion of disadvantaged kindergarteners: in a disadvantaged, a less disadvantaged and a non-disadvantaged settlement (N=39). The speech of kindergarteners was examined using three playful tasks, which were analysed by using dimensions and indicators, which were determined by reviewing the literature written by Bernstein, his followers, and critics, as well as the conclusions drawn from our pilot study. During the analysis, the underperformance of children living in disadvantaged settlement was detected in several scales, sometimes spectacularly (adjectives, word count, sentence coherence in the first task, noun-verb relationship), sometimes only to a lesser extent (the use of conjunctions, extended sentences, personal pronouns). Overall, the results support that Bernstein’s theory created two generations ago is still valid today: linguistic differences can still be experienced along the settlement disadvantages. The present research draws attention to the need to increase the efficiency of mother tongue development in kindergartens and preschools.