Code Choice and Face This paper starts by presenting the factors that govern language choices among multilinguals, to show then that they can be seen as the result of face considerations:1) "Natural" or "efficient" language choice: choosing the language for which the product of the competences of both partners is highest. This maximizes the negative face, i.e. the freedom of action, of both partners.2) Language practice: choosing a language not because it is the easiest one but because one wishes to (...) practice it. This means reducing one's positive and negative face for the moment in order to increase them in the long run.3) Prestige or its opposite, fear of losing face by making mistakes. This is clearly the positive face aspect of language choices.4) And finally, compliance: adapting to the language preferences of one's partner by speaking either his mother tongue, or a language s/he has a preference for. This means reducing one's own negative face in order to increase the one of the partner. Which in turn will contribute to the positive face of both partners, one feeling important because s/he is being complied with, and the other getting the image of a kind and polite person. (shrink)

The study examines the relationship between social inequalities (stratificational, gender and other disparities) and schooling, including academic attainment, longitudinally, in Slovenia. The issue is indicated most clearly at the tertiary education level. The basic finding is the parallel between educational expansion and the diminution of social inequalities as measured by standard parameters. This was particularly evident in the 1990s. Inequalities are measured in terms of gender, parental education and occupation. The impact of parental education proves to be an indicative, observable (...) and longitudinally comparative measure. Parental occupational status is also clearly linked to their children?s scholastic attainment, although there are difficulties in the formation of occupational strata. Further considered is the impact of school reforms over a lengthier period of time; there was not, however, any detectable impact. School and welfare policies, even financing, have little significance. There are clear indications that social disparities at school are continually regenerated, despite the decline established by standard measures. New forms of social disparities appear, through which the privileged ensure the continuation of privilege. (shrink)