Social class, reference and context.

Abstract

In a sample of 96 children of social class 1–3 and 96 of social class 4–5, no significant differences were found in the use of nominal group items, nor in exophoric reference in a story reproduction task; although other differences were noted. The results, which appear to contradict Hawkins' (1969) findings in a picture description task, are discussed with reference to Bernstein's notions of ‘restricted’ and ‘elaborated’ codes and Labov's studies of language in social contexts. It is concluded that different codes are available and used for reference in different contexts, and that this has particular significance for education.