Education depends crucially on language: knowledge and skills are
taught largely through a process of linguistic exchange. But how
much of the language used by teachers and professors is actually
understood by students? To what extent does the social background
of students affect their capacity to understand the language used
in the classroom or the lecture hall? Why do students and teachers
over-estimate the success of the educational process and
under-estimate the degree of misunderstanding involved?
In this important work Pierre Bourdieu and his associates
explore these and other questions through a careful study of the
role of language and linguistic misunderstanding in the teaching
contexts of higher education. They study the extent to which
university students actually understand the academic discourse they
hear in lectures, as well as the factors that influence the ways in
which students' essays are assessed. They also examine the extent
to which the mastery and the misunderstanding of academic discourse
depends on the social background of the individuals concerned.
Drawing on empirical research and developing a distinctive
theoretical perspective, Bourdieu and his associates argue that
academic discourse is a medium of communication that both expresses
and reproduces a relation of pedagogical power and respect.
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