Social dialect as a cultural feature of working-class children's communication

The authors of the paper examine the influence of the phenomenon of socio-dialect as a non-standard form of language in the working-class environment on the ability of children of this class to learn and cognize. The authors make a comparative analysis of the social dialects of the Russian Federation and Western countries based on the sociolinguistic differentiation of society. It is concluded that the socio-dialect satisfies the emerging group needs within the collective to which the individual belongs, from professional groups to sub-culturally differentiated ones. Teaching children from the middle and working classes, a teacher sets the task of teaching children to use consciously different forms of language, depending on the specific situation and communicative task. The authors analyze social types of speech and socially determined linguistic forms. The conclusion that a socio-dialect is a restricted code is made. Therefore, any education system is based on studying the elaborated language code due to the program. All study difficulties are not genetically determined. They arise under the influence of a culturally conditioned language code. In such conditions, a social dialect should be considered as the basis for uniting the members of this subculture (the working class too). Unwillingness to recognize the existence of a social dialect within the education system leads to a clash between the dialect speaker of the “standard” norm of the language - the teacher - and the dialect speaker of the “non-standard” form - the student, ignoring each other's language systems. Obviously, a teacher should be able to distinguish the error from the socio-dialectic form and on the basis of this build a learning path.