The new reality of code theory. The existence and growth of linguistic inequalities in the world of education

Abstract

Linguistic inequalities in education do not only represent a hitherto unresolved problem but may even be exacerbated by social change (synonymous with technological and multicultural societies). In this article we have re-examined Basil Bernstein's code theory from a culturalist perspective and tried to clarify some of most controversial features and to present a new analytical model that relates the cultural capital of families to the level of linguistic development in adolescents. We observed that the level of studies reached by parents has a notable bearing upon the development of communicative competence, and particularly upon the development of written language skills, in adolescents studying the first course of Compulsory Secondary Education.