Teacher Education, Educational Leadership & Policy ETDs
Publication Date
9-4-1973
Abstract
The deficit approach to the verbal abilities of poor children has attempted to show that the verbal acuity of these children is extremely low or nonexistent, and that this disadvantage is a direct result of factors residing within the poor child and his environment. In response to this, current research has indicated that poor children tend to develop dual registers of responsiveness: one essentially nonverbal and/or nonsensical for use in threatening, authority-directed situations (asymmetrical), and one highly verbal and articulate for use in nonthreatening, informal situations (symmetrical). It is the contention of this investigation that data collection for the deficit theories was erroneous due to an ignorance of socio-linguistic variables and their effect on the verbality of poor children in situational interactions.
Document Type
Dissertation
Language
English
Degree Name
Educational Leadership
Level of Degree
Doctoral
Department Name
Teacher Education, Educational Leadership & Policy
First Committee Member (Chair)
David Lawrence Bachelor
Second Committee Member
Joseph Fashing
Third Committee Member
Louis Andrew Rosasco
Recommended Citation
Craig, James Lewis. "Deprivation Or Intimidation:A Study Of Social Influences On Children'S Verbality.." (1973). https://digitalrepository.unm.edu/educ_teelp_etds/501
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, Teacher Education and Professional Development Commons
