Marzeye Mohammadi; Marzieh Mousavi khameneh; Morteza Monadi
Abstract
In countries like Iran where, despite the variety of spoken languages, only one language is applied for both educational and formal purposes, it is likely that semi-linguisem and restricted language code happen. In situations like this, one cannot have complete mastery of his mother tongue or the educational ...
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In countries like Iran where, despite the variety of spoken languages, only one language is applied for both educational and formal purposes, it is likely that semi-linguisem and restricted language code happen. In situations like this, one cannot have complete mastery of his mother tongue or the educational language, hence his relationships and interactions are affected. The current study is aimed at analyzing “semi-linguisem and its outcomes on social-educational interactions of students” among Lori-speaking students. The qualitative method is employed. The statistical population in the research included 18 Lori-speaking and 6 Persian-speaking students in grade five of the elementary school in Islamshahr2015-2016. The information in this part are gathered through semi structured interviews and used content analysis. According to findings of 18 Lori students, 16 students were semi-linguistic. Two others (with educated and occupied mothers) with other remained students had wide linguistic codes. Socio-educational and cultural capitals in students with limited codes were lower than students with widespread codes, “Cultural reproduction”, “Concealing the identity” and “Dream of studying in a Lori language school” where other results of qualitative section.
