Linguistic proficiency as cultural capital in school environments

• Main Author: Angantýsson, Ásgrímur
• Other Authors: Menntavísindasvið (HÍ), School of Education (UI), Háskóli Íslands, University of Iceland
• Format: Article in Journal/Newspaper
• Language: English
• Published: Wydawnictwo Uniwersytetu Gdańskiego 2017
• Subjects: Móðurmálskennsla; Málfræði; Menntaskólar; Nemendur; Félagsauður; Iceland
• Online Access: https://hdl.handle.net/20.500.11815/823

The main concern of this paper is the extent to which students’ expec-tations of first language studies reflect the idea that linguistic proficiency produces social and cultural capital (Bourdieu 2008 and earli-er work). The participants consisted of 14 focus groups of students in secondary schools in Iceland. Most of the students believe it is desirable to acquire fluency in reading and formal writing. In their view, however, the amount of time devoted to traditional school grammar is actually a detriment to that goal. Furthermore, the students think that success in Icelandic as a school subject depends to some extent on reading habits and language instruction at home. These views support the idea that schools tend to reward their students for knowledge and skills that are not necessarily highlighted in the class-room but which can be viewed as advantageous due to systematic cultural reproduction within families and social networks. Peer Reviewed