This paper proposes to explore the relationship between linguistic difference and educational disadvantage and to begin to identify how school might respond to the language needs of children in disadvantaged settings. Previous research highlights the fact that children in disadvantaged contexts experience a discontinuity on entry to the school system in terms of language experience. This paper aims to identify the language needs of children from disadvantaged backgrounds when engaging with the school system, to examine teachers' attitudes to the language needs of these children, and to begin to explore ways in which the school can respond to these needs. RationaleRecent literature on language acquisition, development and use by children in designated disadvantaged contexts has consistently agreed that contrary to earlier thinking proposing linguistic deficiency on the part of these children (e.g. Jensen, 1977), in fact, the language of such children is different to that used by their middle-class counterparts (e.g. Chall & Curtis, 1991, Tizard & Hughes, 1983, Wells, 1986). The literature clearly and unambiguously articulates the view that children in disadvantaged settings are in no way disadvantaged by this language difference in relation to cognitive development and are capable of language use which is as complex and developed as that of children in more socially advantaged settings (e.g. Tough, 1982). There is evidence to suggest, however, that because Standard English is the form promoted by the school, a discontinuity exists between home experiences of language and school experiences of language for children from disadvantaged backgrounds (Mac Ruairc, 1997). This discontinuity results in an education system which is failing to serve the needs of children from one sector of society appropriately (INTO, 1994). Recognising this fact, many initiatives have been undertaken by the Department of Education and Science in Ireland in an effort to combat educational disadvantage with varying degrees of success. Recent policy initiatives designed to address the problem of educational disadvantage have assumed that provision of resources and personnel on a preferential basis to schools in designated, disadvantaged areas is the solution to the problem (Cregan & Lodge, 1999). Relatively little research has been done on the role of curriculum and pedagogy in addressing the question of the linguistic needs of these children. The present study aims .to examine teachers' perceptions of the particular language needs of children from disadvantaged backgrounds .to analyse the recently published Revised Primary Curriculum (English - Content and Teachers' Guidelines) in its approach to tackling the language needs of these children, and .to begin to address the question of how the school can respond to these needs. This research is a first tentative step looking at the very complex relationship between linguistic difference and educational disadvantage. While much research has been conducted in the United States and Great Britain on this question, it remains largely uninvestigated in an Irish context. It is anticipated that findings from this initial phase of the research will lead to further, wide-scale investigation of the relationship, focussing on such questions as, for example:What specifically are the "differences" in language use by children in an Irish disadvantaged context?What pedagogies and approaches might best serve the linguistic needs of the disadvantaged?What are teachers'/parents/policy-makers' views on the role of the school in terms of language development?Can intervention strategies with teachers/parents be implemented successfully?Labov (1973) talked about the 'myth of verbal deprivation' which diverts attention away from the real defects in the education system and focusses instead on the imagined deficits in the child. This study proposes to investigate how the school system might best be modified in an attempt to accommodate linguistic difference and to facilitate the development of oral language skills in children from disadvantaged backgrounds. Methodology .Literature review, documenting recent research exploring the relationship between linguistic difference and educational disadvantage, particularly in Ireland .Development, piloting and distribution and analysis of a teacher questionnaire .In-depth interviews with principals of schools in designated disadvantaged areas (rural and urban) .Case Study of one school designated as disadvantagedq Analysis of Revised Primary Curriculum (English) ReferencesChall,J.S. & M.E. Curtis (1991). "Responding to individual Differences Among Language Learners. Children at Risk". In Flood, Jensen, Lapp, Squire (Eds.). Handbook of Research on Teaching the English language Arts.Cregan, A. & A. Lodge (1999). An analysis of policies and strategies aimed at tackling educational disadvantage in the primary and pre-primary sectors. Paper given at the 25th Annual Conference of the Educational Studies Association of Ireland, NUI Maynooth, April 13th - 15th 2001.I.N.T.O. (1994). Poverty and Educational Disadvantage: Breaking the Cycle. Pub. Irish National Teachers' Organisation, December 1994.Jenson, A.R. (1977). Cumulative deficit in I.Q. of blacks in the rural south. Developmental Pyschology, 13,184-191.Labov, W. (1973). 'The logic of nonstandard English' in N.Keddie ed. Tinker, tailor…The myth of cultural deprivation, Harmondsworth: Penguin, p.55Tizard, B., M.Hughes, H.Carmichael, and G.Pinkerton, (1983). "Language and Social Class: Is verbal deprivation a myth?" Journal of Child Psychology and Psychiatry, Vol. 24, pp. 533-542.Tough, J. (1982). "Language, Poverty, and Disadvantage in School. In The Language of Children Reared in Poverty. Academic Press.Wells, G. (1986). The Meaning Makers:Children learning language and using language to learn. Portsmouth, NH: Heinemann.