Much of what will be discussed here can be considered to pertain especially
to the early years of school life. Given what has already been mentioned, it
seems obvious that the first few years of school are of special importance
when dealing with sociolinguistic matters. Children arrive possessing a
well-formed linguistic system; this much is clear. Difficulties arise, however,
because this system may not be the one encouraged and reinforced at school;
it may in fact be seen as inferior and substandard. Gumperz and HemandezChavez
(1972) have, as noted above, supported the child's basic linguistic
competence. They go on to argue further, however, that language differences
.. do have a significant influence on a teacher's expectation, and hence on the learning environment" (p. 105). This is essentially the crux of
the matter.