<![CDATA[This study explores the complex relationship between language, social status, and education through a sociolinguistic approach. This study uses a literature review approach to collect, analyze, and synthesize existing literature regarding the relationship between language, social status, and education. This approach was chosen to provide a comprehensive understanding based on previously published research and theories. The main sources of data in this literature review are journal articles, books, research reports, and relevant policy documents. The results of this study show that language functions not only as a means of communication but also as a marker of social identity and cultural ownership. Sociolinguistics examines how language and dialect choices reflect and reinforce social hierarchies in society. Social status, often associated with linguistic proficiency in the form of prestigious or standard language, affects access to educational opportunities and socio-economic mobility. Access to quality education, in turn, is closely linked to socioeconomic backgrounds, with children from higher socioeconomic backgrounds generally having greater access to educational resources and better academic outcomes. Policies that recognize and support linguistic diversity in education can promote social justice and strengthen cultural identity in society. Understanding these dynamics is essential for developing inclusive education policies that address social inequalities and ensure equitable access to educational opportunities for all members of society]]>
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