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It analyzes links between language and social class, including differences in educational achievement, and considers how language correlates with susceptibility to hostility and violence and related health and life expectancy outcomes. Using an auto-ethnographic methodology, it also evaluates how technology and teaching methods affect knowledge acquisition for children across social classes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reduction-of-socio-economic-diversity-through-standardisation-of-language-reflections-and-challenges/593151/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reduction-of-socio-economic-diversity-through-standardisation-of-language-reflections-and-challenges/593151.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper connect language standardisation with educational inequality?","Question",{"text":112,"@type":113},"It argues that standardising and enhancing spoken language could narrow disparities in academic achievement between socio-economic groups. It examines this link through the correlation between language and educational outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What broader social factors does the paper consider beyond schooling?",{"text":117,"@type":113},"It explores how language correlates with social class and with tendencies toward hostility and violence. It also connects these factors to health and life expectancy, and broader injustices and inequities.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author use an auto-ethnographic methodology?",{"text":121,"@type":113},"The methodology is adopted to explore and reflect on the author’s personal experience. 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In analysing socio-economic diversity through the lens of its correlation with language, this paper examines how the standardisation of language could be used as a means to reduce such diversity. It examines links between the standardisation of language, and the reduction of inequalities between socio-economic groups, in regard to achievement in education. It also examines the correlation between language and social class, and propensity towards being a perpetrator and/or victim of hostility and violence, as well as their relationship with health and life expectancy etc. The paper further examines the effect of the use of technology and teaching methods on the acquisition of knowledge, and how this impacts upon children of different social class within the learning environment. In order to help address some of these questions, an auto-ethnographic methodology is adopted with the aim of being able to explore, and reflect upon, personal experience, and to be able to weave greater understanding and connections between apparently disparate factors related to diversity, all through the lens of language and its relationship to aspects of culture relating to social class. Amongst its conclusions, the paper argues that the standardisation and enhancement of spoken language would narrow the disparities in academic achievement between socio-economic groups. The paper also argues that in order to challenge inequitable power structures which have arisen from historical injustices, then rather than concentrating on underrepresentation of groups of people within high status positions in society, the focus of diversity should be directed towards challenging the over representation, in a range of settings, of groups of people within low status positions in society.  \nKeywords: auto-ethnography, socio-economic diversity, language, Standard English, inequality  \nIntroduction  \nSocial class is arguably the biggest area of educational inequality in Britain, yet when we consider the continued differential in educational achievement between children of different socio-economic groups, reflecting quality of life indicators such as job opportunities, health and life expectancy etc., it is the one that has been least addressed. However, educational inequalities do not occur in isolation, they are linked with and reflect the prevalence of social inequalities (Reay, 2012). With research showing that the gap between rich and poor increasing, and social disparity becoming more and more entrenched (Oxfam  \n*  \nLecturer, Bedford College, UK.  \n2016), what can the education system itself do to help address issues of inequalities and in so doing, help to readdress some of the inequities and injustices in society?  \nCould the standardisation of language help narrow disparities in achievement in education between children of different social class, and between and within different ethnic groups and genders, and could this have implications for injusticesand inequities in wider society? In examining socio-economic diversity through the lens of its correlation with language, this paper examines how Standard English could be used as a means to reduce disparities in relation to educational achievement between different social groups in education. It also examines the correlation between language and social class, and propensity towards being a perpetrator and/or victim of hostility and violence. The correlation between socioeconomic diversity and language is further examined in the context of the impact of different teaching methods and the use of technology on the acquisition of knowledge by ","cbCairAU3h9CtkpV","https://ap.wps.com/l/cbCairAU3h9CtkpV","pdf",205105,"English","# Introduction\n# Methodology","[{\"question\":\"How does the paper connect language standardisation with educational inequality?\",\"answer\":\"It argues that standardising and enhancing spoken language could narrow disparities in academic achievement between socio-economic groups. It examines this link through the correlation between language and educational outcomes.\"},{\"question\":\"What broader social factors does the paper consider beyond schooling?\",\"answer\":\"It explores how language correlates with social class and with tendencies toward hostility and violence. It also connects these factors to health and life expectancy, and broader injustices and inequities.\"},{\"question\":\"Why does the author use an auto-ethnographic methodology?\",\"answer\":\"The methodology is adopted to explore and reflect on the author’s personal experience. It helps the paper weave connections between seemingly disparate factors related to language, culture, and social class.\"}]","Reduction of Socio-economic Diversity through Standardisation of Language - Reflections and Challenges | PDF",1792076700]