Language Codes

Language Codes

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Language Codes

The construct of elaborated and restricted language codes was
introduced by Basil Bernstein in 1971, as a way of accounting for the
relatively poor performance of working-class pupils on language-based
subjects, when they were achieving as well as their middle-class
counterparts on mathematical topics. Interestingly, it was stimulated
directly by his experience of teaching in further education.

It is frequently misunderstood, largely because of Bernstein's
unfortunate choice of labels. The "restricted" code does not refer to
restricted vocabulary, and the "elaborated" code does not entail
flowery use of language. There is an issue of "linguistic
impoverishment" in the educational problems of some pupils, but
Bernstein is not on the whole concerned with such extreme cases.

One of Bernstein's research studies involved showing a group of
children a strip cartoon and recording their account of what it
depicted. Some said things like:

"They're playing football
and he kicks it and it goes through there
it breaks the window and they're looking at it
and he comes out
and shouts at them
because they've broken it
so they run away
and then she looks out
and she tells them off"

while others said:

"Three boys are playing football and one boy kicks the ball
and it goes through the window
the ball breaks the window
and the boys are looking at it
and a man comes out and shouts at them
because they've broken the window
so they run away
and then that lady looks out of her window
and she tells the boys off."

(from Bernstein, 1971 p 203 [re-arranged])

As Bernstein points out, the first account makes good sense if you
have the strip cartoon in front of you, but means much less without
it. This is an example of restricted code. The second can "stand on
its own", and is an example of elaborated code. See Bernstein's own
work for detailed accounts of the research behind the construct.

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The essence of the distinction is in what the language is suited for.
The restricted code works better than the elaborated code for
situations in which there is a great deal of shared and
taken-for-granted knowledge in the group of speakers. It is economical
and rich, conveying a vast amount of meaning with a few words, each of
which has a complex set of connotations and acts like an index,
pointing the hearer to a lot more information which remains unsaid.

"If you're going to town, get Rupert a new April from you-know-where"

"If you are going into Bedford, please get a new toy for Rupert the
dog from the pet-shop (which we can't name because if the dog hears it
he will go mad), to replace the one which we have come to call
"April", which he has almost chewed to bits." (Elaborated)

"Hague's at it again." (Restricted)

"I see from the newspaper I am reading that William Hague, leader of
the Opposition, is once again trying to attack the government from a
position of right-wing populism as we discussed a couple of days ago."

Not only that, but because it draws on a store of shared meanings and
background knowledge, a restricted code carries a social message of
inclusion, of implicitly acknowledging that the person addressed is
"one of us". It takes one form within a family or a friendship group,
and another with the use of occupational jargon within a work group.
Its essential feature is that it works within, and is tuned to, a
restricted community. Everyone uses restricted code communication some
of the time. It would be a very peculiar and cold family which did not
have its own language.

· One of the commonest "padding" expressions in English is "you know"
or even "you know what I mean". Indeed, in restricted code usage there
is an expectation that others will indeed know what you are getting
at, from a few key words.

· A major failing in badly-written novels, films and TV plays is the
inability to strike the fine balance between expressing the restricted
code of the characters, and spelling things out for the audience who
do not "know". Get it wrong, and it's either incomprehensible or

Elaborated code spells everything out: not because it is better, but
because it is necessary so that everyone can understand it. It has to
elaborate because the circumstances do not allow speakers to condense.
("Condensed" might have been a better label for the restricted code.)

Restricted/condensed code is therefore great for shared, established
and static meanings (and values): but if you want to break out to say
something new, particularly something which questions the received
wisdom, you are going to have to use an elaborated code. Bernstein's
research argued that working-class students had access to their
restricted code(s) -- but middle-class students had access to both
restricted and elaborated codes, because the middle classes were more
geographically, socially and culturally mobile. I do not know of any
recent research which attempts to check whether this is still true.

Because schools and colleges are:

· concerned with the introduction of new knowledge which goes beyond
existing shared meanings

· relatively anonymous institutions which may not share many
taken-for-granted meanings in their formal structures (although quite
a lot in their informal structures within the staff and student

-- they need to use elaborated code. The bottom line is that if you
can't handle elaborated code, you are not going to succeed in the
educational system.

Bernstein has not gone unchallenged, particularly in his suggestion
that restricted codes cannot deal effectively with new knowledge and
ideas. The problem is that the basic idea has got tied up with many
others, and has often been misunderstood, particularly in the United
States. William Labov (1969) showed that what was then known as "Negro
Nonstandard English" was perfectly capable of expressing complex and
original ideas: but I do not read Bernstein as ever having suggested

The original research has been developed, particularly into a model
for understanding authority relationships within families (with
Cook-Gumperz), and into the basis of a fascinating classification of
cultures (Douglas, 1973)


So? This is not about teachers trying to express themselves in their
students' vernacular -- which usually results in embarrassment and
ridicule. It is, however, about the embarrassment which many students
may feel when asked to express themselves (speak in class) in an
elaborated-code, alien, institution. It is about the reassurance and
security which can come from relapsing into grunts and argot which is
inaccessible to the "powers that be".

It is not primarily about restricted-code users' inability to
understand elaborated code. They are exposed too much to the media for
that (although some tabloid newspapers and radio stations affect a
particular restricted-code style to suggest intimacy with their
readers). It is however about their unfamiliarity with using it
(speaking it rather than hearing it) to explain complex ideas.

Don't over-simplify: it's patronising. Remember that when teaching the
misunderstandings may come not from your use of elaborated code, but
from your use of your restricted code, adapted to your own speech
community (jargon, abbreviations, etc.), rather than a properly and
appropriately elaborated code.

But restricted code use offers security. A class's own language grows
up through its interaction and history: using it can be socially
important (the shared laugh whenever a particular group member is
mentioned is both a means of bringing most of the group together, and
of course of excluding her), and powerful. Help the students to move
from one code to another and back: perhaps sell the jargon of the
subject as another restricted code.
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