136). This judgmental statement coincides with the idea that one class is more superior to the other. The middle class is often seen as one which possess the skills to communicate in both a casual and a more formal tongue consequently emphasizing the gap in class roles of future contributors to society. .
Although he admits that this is a, "crude index for the codes," (Bernstein, 1971, p.135) it is apparent in aspects of education, which implies that schools are more often than not isolating children constrained to restricted code. The school experience for a child, "sensitive to elaborated code," is one of, "symbolic and social development," however, is one of, "social change," for the child 'limited' to restricted code (Bernstein, 1971, p. 136). This means that for a middle class child, they're more likely to succeed in school and in later life as their ability to climb the social class hierarchy is much greater than the chance of the working class child, as their entire social identity must change to triumph the middle class-orientated curriculum. Their restricted lexis counters Bernstein's argument that, "If a child is to succeed as he progresses through school, it becomes critical for him to possess, or at least be orientated towards, an elaborated code," (Bernstein 1971, p.136) thus many working class children in modern day schooling are at an immediate disadvantage as they're not used to conversing using such formal and technical dialect. Many of those in the teaching profession are of middle class and therefore operate an elaborated code, not only this but as education continues to serve as re-enforcing the class inequalities in society, it is almost impossible for working class children to thrive and succeed as they're up against the middle class child who develops to be able to achieve greater qualifications and to continue to function as members of a society in which educations operates as a sphere in which only the wealthy can do well.
