Abstract
Language is not just a means of communication between individuals in society, but also a marker of a social class. School forms a child's personality, including the development of his speech abilities and communication skills regardless of social stratification. However, in practice there are cases of educational inequality between children from working and middle class families. The study aims to analyze the impact of the social and linguistic environment on the school performance of children from working class families in their dialectical interaction. The authors of the study suggest that one of the factors leading to educational inequality in relation to children of the working class is the language code used by representatives of society in a restricted or expanded form. A conflict arises between language systems: the code used by children in everyday communication contradicts the extended code that is required for learning. To solve the problem, it is necessary not only to use an integrated approach, that involves supporting both the child and the family as a whole, but also to transform the methodological approaches to learning in general.
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