Sosial klasse, språk og kompensatorisk undervisning i førskolealderen

TL;DRAbstract

SUMMARYThe theoretical and empirical background for and the development of the so—called compensatory educational preschool programs are briefly outlined. Having reviewed some typical examples, the premises on which these programs seem to be based, are identified. The substantial part of the paper is then devoted to a critical analysis of the most basic of these premises, namely the assumption that children from particular socio—economic backgrounds have an undeveloped and rudimentary language. This particular assumption is critically analysed and questioned in the light of modern theory and research on language and communication.

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