Debunking the "Language Gap"

Autor/in	Johnson, Eric J.
Titel	Debunking the "Language Gap"
Quelle	In: Journal for Multicultural Education, 9 (2015) 1, S.42-50 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-12-2014-0044
Schlagwörter	Vocabulary Development; Poverty; Vocabulary Skills; Social Differences; Advantaged; Language Usage; Family Environment; Linguistic Theory; Misconceptions; Cultural Differences; Teaching Methods; Socioeconomic Influences; Language Acquisition; Language Variation; Context Effect; Anthropological Linguistics; Preschool Children; Race; Whites; African Americans; Black Dialects; Socialization + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Armut; Aktiver Wortschatz; Sozialer Unterschied; Sprachgebrauch; Familienmilieu; Linguistische Theorie; Missverständnis; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Sozioökonomischer Faktor; Sprachaneignung; Spracherwerb; Sprachenvielfalt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rasse; Abstammung; White; Weißer; Afroamerikaner; Socialisation; Sozialisation
Abstract	Purpose: This paper aims to outline the misguided underpinnings of the "word gap" concept promoted by Hart and Risley (1995). This concept posits that a "30 million word gap" between children of poverty and those from affluent households accounts for widespread academic disparities. Based on this premise, there has been a recent surge in educational programs that are based on a deficit view toward the language patterns of families from economically impoverished backgrounds. Design/methodology/approach: This paper is a discussion piece to debunk the "word gap" concept. Findings: Describing the language patterns of families in poverty as inferior is linguistically false and culturally insensitive. The aim of this paper is to explain why this is and suggest alternative approaches for supporting students who live in poverty. Originality/value: This paper is an original look at the so-called "language gap" and suggests strategies for helping students who might otherwise struggle to reach their potential. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01