Debunking the “language gap”

Datos Bibliográficos

ID13017366
AutoresEric J Johnson (0000-0002-8103-8494, Washington State University Tri-Cities, autor de correspondencia)
Año2015
Volumen9
Número1
Páginas42-50
Fecha de publicación2015-03-30
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal for Multicultural Education (JOURNAL)
Identificadores de la revistaISSN: 2053-535X • E-ISSN: 2053-5368
EditorialEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/jme-12-2014-0044
OpenAlexW1974829626
IdiomaEN
Citas recibidas29
Referencias citadas15

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

Economic growth · Economics · Linguistics · Originality · Positive economics · Poverty · Premise · Sociology · Value (mathematics · Computer Science · Education Systems and Policy · Educational Theory and Curriculum Studies · Multilingual Education and Policy · Psychology · Social Psychology