Beyond Counting Words: A Paradigm Shift for the Study of Language Acquisition

Autor/inn/en	Masek, Lillian R.; Ramirez, Alexus G.; McMillan, Brianna T. M.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick
Titel	Beyond Counting Words: A Paradigm Shift for the Study of Language Acquisition
Quelle	In: Child Development Perspectives, 15 (2021) 4, S.274-280 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Masek, Lillian R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8592
DOI	10.1111/cdep.12425
Schlagwörter	Language Acquisition; Vocabulary; Poverty; Children; Family Environment + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Wortschatz; Armut; Child; Kind; Kinder; Familienmilieu
Abstract	"The 30-million-word gap," the quantified difference in the amount of speech that children growing up in low-resourced homes hear compared to their peers from high-resourced homes, is a phrase that has entered the collective consciousness. In the discussion of quantity, the complex and nuanced environments in which children learn language were distilled into a singular metric--number of words. In this article, we propose examining children's language environments by focusing on "what" caregivers communicate to children and "how" they communicate it. Focusing on the features of the language environment promotes a more inclusive approach to understanding how children learn and the diverse contexts in which that learning occurs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01