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<div>Yeah I saw that forum piece when it came out – very cool! </div>
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<div>- peter.-</div>
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<span style="font-weight:bold">From: </span><<a href="mailto:edling-bounces@bunner.geol.lu.se">edling-bounces@bunner.geol.lu.se</a>> on behalf of Eric Johnson <<a href="mailto:ejj@tricity.wsu.edu">ejj@tricity.wsu.edu</a>><br>
<span style="font-weight:bold">Reply-To: </span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se">edling@bunner.geol.lu.se</a>><br>
<span style="font-weight:bold">Date: </span>Wednesday, September 16, 2015 at 2:05 PM<br>
<span style="font-weight:bold">To: </span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se">edling@bunner.geol.lu.se</a>><br>
<span style="font-weight:bold">Subject: </span>Re: [Edling] Why Boosting Poor Children’s Vocabulary Is Important for Public Health<br>
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<p class="MsoNormal"><span style="font-size: 11pt; font-family: Calibri, sans-serif; color: rgb(31, 73, 125);">You might also like this piece (attached) that was recently published in the Journal of Linguistic Anthropology. Here’s the cite in case the attachment
doesn’t go through:<o:p></o:p></span></p>
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<p class="MsoNoSpacing"><span style="font-family: 'Times New Roman', serif;">Avineri, N., et al. (2015). Invited forum: Bridging the "language gap."
<i>Journal of Linguistic Anthropology</i>, <i>25</i>(1), 66-86.<o:p></o:p></span></p>
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<p class="MsoNormal"><b><span style="font-size: 11pt; font-family: Calibri, sans-serif; color: rgb(31, 73, 125);">---------------------------------------------<br>
</span></b><b><span style="font-size: 11pt; font-family: Tahoma, sans-serif; color: rgb(31, 73, 125);">Eric J. Johnson, Ph.D.</span></b><span style="font-size: 11pt; font-family: Tahoma, sans-serif; color: rgb(31, 73, 125);"><br>
Associate Professor of Bilingual/ESL Education<br>
Director of Outreach<br>
Washington State University Tri-Cities<br>
College of Education <br>
2710 Crimson Way<br>
Office 207W<br>
Richland, WA 99354<br>
(509) 372-7304<br>
<a href="mailto:ejj@tricity.wsu.edu">ejj@tricity.wsu.edu</a><br>
<a href="https://education.wsu.edu/ejj/">https://education.wsu.edu/ejj/</a><o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><span style="font-size: 11pt; font-family: Tahoma, sans-serif; color: rgb(31, 73, 125);">Se habla español.<o:p></o:p></span></p>
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<p class="MsoNormal"><b><i><span lang="ES" style="font-size: 11pt; font-family: 'Adobe Garamond Pro Bold'; color: rgb(31, 73, 125);">¡Vamos Cougs!</span></i></b><span style="font-size: 10pt; font-family: Arial, sans-serif; color: rgb(31, 73, 125);"><o:p></o:p></span></p>
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<p class="MsoNormal"><b><span style="font-size: 10pt; font-family: Tahoma, sans-serif;">From:</span></b><span style="font-size: 10pt; font-family: Tahoma, sans-serif;">
<a href="mailto:edling-bounces@bunner.geol.lu.se">edling-bounces@bunner.geol.lu.se</a> [<a href="mailto:edling-bounces@bunner.geol.lu.se">mailto:edling-bounces@bunner.geol.lu.se</a>]
<b>On Behalf Of </b>Daniel Ginsberg<br>
<b>Sent:</b> Wednesday, September 16, 2015 7:42 AM<br>
<b>To:</b> The Educational Linguistics List<br>
<b>Subject:</b> Re: [Edling] Why Boosting Poor Children’s Vocabulary Is Important for Public Health<o:p></o:p></span></p>
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<p class="MsoNormal">I think they'd question the empirical basis for that claim. It's usually cited to Hart & Risley 1995, which as I mentioned is a highly flawed piece of work. Here's a thorough critical response to it:
<a href="https://urldefense.proofpoint.com/v1/url?u=http://academic.evergreen.edu/curricular/med/LangPoor.pdf&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=60b6bd5fe85fbe058acfd3586d018d3b7a9f36a2f2da17a7fdd6266510df592b">
http://academic.evergreen.edu/curricular/med/LangPoor.pdf</a> There's a lot there in a relatively short article, but here's a key quote for this discussion:
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<p class="MsoNormal">Many educational researchers and policy makers have generalized the findings about the language and culture of the 6 welfare families in Hart and Risley’s study to all poor families. Yet, Hart and Risley offer no compelling reason to believe
that the poor families they studied have much in common with poor families in other communities, or even in Kansas City for that matter. The primary selection criterion for participation in this study was socioeconomic status; therefore, all the 6 welfare
families had in common was income, a willingness to participate in the study, race (all the welfare families were Black), and geography (all lived in the Kansas City area). Families living in poverty are, however, an ethnically, linguistically, and racially
diverse group (US Census Bureau, 2003). Strong claims about the language and culture of families living in poverty based on a sample of 6 Black welfare families living in Kansas City are unwarranted. (p. 364)<o:p></o:p></p>
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<p class="MsoNormal">--<br>
Daniel Ginsberg<br>
Doctoral candidate, Linguistics<br>
Georgetown University<o:p></o:p></p>
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<p class="MsoNormal"><a href="https://urldefense.proofpoint.com/v1/url?u=http://georgetown.academia.edu/DanielGinsberg&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=1ff97f56be6bf9247eda6836b39dc9b3c30af044993fa63deb374c3c376879f5" target="_blank">http://georgetown.academia.edu/DanielGinsberg</a><o:p></o:p></p>
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<p class="MsoNormal">On Wed, Sep 16, 2015 at 4:22 AM, Richard Hudson <<a href="mailto:r.hudson@ucl.ac.uk" target="_blank">r.hudson@ucl.ac.uk</a>> wrote:<o:p></o:p></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt">Hello again Daniel. Thanks for the interesting link. Would you agree that even these researchers accept that poor children reach school with fewer words than rich children?<br>
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Dick Hudson <br>
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<p class="MsoNormal">On 15/09/2015 21:51, Daniel Ginsberg wrote:<o:p></o:p></p>
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<p class="MsoNormal">There was an invited forum in Jnl Ling Anth earlier this year that debunked a lot of this "word gap" discourse. I would love to see more public awareness of this, and less uncritical citation of the highly flawed Hart & Risley study.<br>
<br>
<a href="https://urldefense.proofpoint.com/v1/url?u=http://onlinelibrary.wiley.com/doi/10.1111/jola.12071/full&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=f08703c53fd54481f4b0a4375d0eba099baa74cc70b93b2f22ef28242547dff7" target="_blank">http://onlinelibrary.wiley.com/doi/10.1111/jola.12071/full</a><o:p></o:p></p>
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<p class="MsoNormal">--<br>
Daniel Ginsberg<br>
Doctoral candidate, Linguistics<br>
Georgetown University<o:p></o:p></p>
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<p class="MsoNormal"><a href="https://urldefense.proofpoint.com/v1/url?u=http://georgetown.academia.edu/DanielGinsberg&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=1ff97f56be6bf9247eda6836b39dc9b3c30af044993fa63deb374c3c376879f5" target="_blank">http://georgetown.academia.edu/DanielGinsberg</a><o:p></o:p></p>
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<p class="MsoNormal">On Tue, Sep 15, 2015 at 7:27 AM, Francis Hult <<a href="mailto:francis.hult@englund.lu.se" target="_blank">francis.hult@englund.lu.se</a>> wrote:<o:p></o:p></p>
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<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;">[Moderator's note: I post this story because it relates to a discourse that is gaining public traction. I am reminded of an article that was recently posted to Edling:<o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;"> <o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;">Johnson, E.J. (2015) Debunking the “language gap”.
<em><span style="font-family: Arial, sans-serif;">Journal for Multicultural Education, 9</span></em>(1), 42-50.<o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;"> <o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;">I wonder what perspectives list members working in different research traditions have on this topic. What additional research findings and ideas should we be getting out to the
public and how? FMH] <o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;"> <o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;"> <o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;">The Atlantic<o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;"> <o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;">Why Boosting Poor Children’s Vocabulary Is Important for Public Health<o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;"> <o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;">Research suggests that poor children hear about 600 words per hour, while affluent children hear 2,000. By age 4, a poor child has a listening vocabulary of about 3,000
words, while a wealthier child wields a 20,000-word listening vocabulary. So it’s no surprise that poor children tend to enter kindergarten already behind their wealthier peers.
<o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;"> <o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;">But it’s not just the poverty that holds them back—it’s the lack of words. In fact, the single-best predictor of a child’s academic success is not parental education or
socioeconomic status, but rather the quality and quantity of the words that a baby hears during his or her first three years.<o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;"> <o:p></o:p></span></p>
<p><span style="font-size: 10pt; font-family: Arial, sans-serif; color: black;">Full story:<br>
<a href="https://urldefense.proofpoint.com/v1/url?u=http://www.theatlantic.com/education/archive/2015/09/georgias-plan-to-close-the-30-million-word-gap-for-kids/403903/&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=0153ee7d02cb6a4baaba3d07c409f88e8045c29d9599d31e8d9eac8296f92518" target="_blank">http://www.theatlantic.com/education/archive/2015/09/georgias-plan-to-close-the-30-million-word-gap-for-kids/403903/</a><o:p></o:p></span></p>
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_______________________________________________<br>
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<pre>_______________________________________________<o:p></o:p></pre>
<pre>Edling mailing list<o:p></o:p></pre>
<pre><a href="mailto:Edling@bunner.geol.lu.se" target="_blank">Edling@bunner.geol.lu.se</a><o:p></o:p></pre>
<pre><a href="https://urldefense.proofpoint.com/v1/url?u=http://bunner.geol.lu.se/mailman/listinfo/edling&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=01d23326a07b1faff3960ea9c3840b82411d67997c2b8f8be8a6a77b5dc7e57d" target="_blank">http://bunner.geol.lu.se/mailman/listinfo/edling</a><o:p></o:p></pre>
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<pre><span style="color:#888888">-- <o:p></o:p></span></pre>
<pre><span style="color:#888888">Richard Hudson (<a href="https://urldefense.proofpoint.com/v1/url?u=http://dickhudson.com&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=ae4cf348db31864aa08ba4fa2a19e43ec0770d70497adce6b32f63976874fbf5" target="_blank">dickhudson.com</a>)<o:p></o:p></span></pre>
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_______________________________________________<br>
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