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<font face="Times New Roman, Times, serif">Ok, but they don't quote
empirical evidence that contradicts the Hart & Risley data, do
they? And they don't mention Gordon Wells's large-scale research
project in Bristol (England) which did find vocabulary differences
correlating with social class. Here's what I said about it in my
1996 Sociolinguistics (2nd edition):<br>
<br>
<img src="cid:part1.04060609.01090605@ucl.ac.uk" alt=""><br>
Here are the references:<br>
<img src="cid:part2.03090708.04090903@ucl.ac.uk" alt=""><br>
<br>
Well worth exploring! <br>
<br>
Dick<br>
<br>
</font><br>
<div class="moz-cite-prefix">On 16/09/2015 15:42, Daniel Ginsberg
wrote:<br>
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<div>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 moz-do-not-send="true"
href="http://academic.evergreen.edu/curricular/med/LangPoor.pdf">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: <br>
</div>
<br>
<blockquote style="margin:0px 0px 0px 0.8ex;border-left:1px
solid rgb(204,204,204);padding-left:1ex" class="gmail_quote">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)<br>
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<div class="gmail_extra"><br clear="all">
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<div class="gmail_signature">
<div dir="ltr">
<div>--<br>
Daniel Ginsberg<br>
Doctoral candidate, Linguistics<br>
Georgetown University<br>
</div>
<a moz-do-not-send="true"
href="http://georgetown.academia.edu/DanielGinsberg"
target="_blank">http://georgetown.academia.edu/DanielGinsberg</a><br>
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<br>
<div class="gmail_quote">On Wed, Sep 16, 2015 at 4:22 AM,
Richard Hudson <span dir="ltr"><<a moz-do-not-send="true"
href="mailto:r.hudson@ucl.ac.uk" target="_blank">r.hudson@ucl.ac.uk</a>></span>
wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0
.8ex;border-left:1px #ccc solid;padding-left:1ex">
<div bgcolor="#FFFFFF" text="#000000"> <font face="Times
New Roman, Times, serif">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>
<br>
Dick Hudson <br>
<br>
<br>
<br>
<br>
<br>
</font>
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<div class="h5"><br>
<div>On 15/09/2015 21:51, Daniel Ginsberg wrote:<br>
</div>
<blockquote type="cite">
<div dir="ltr">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 moz-do-not-send="true"
href="http://onlinelibrary.wiley.com/doi/10.1111/jola.12071/full"
target="_blank">http://onlinelibrary.wiley.com/doi/10.1111/jola.12071/full</a><br>
</div>
<div class="gmail_extra"><br clear="all">
<div>
<div>
<div dir="ltr">
<div>--<br>
Daniel Ginsberg<br>
Doctoral candidate, Linguistics<br>
Georgetown University<br>
</div>
<a moz-do-not-send="true"
href="http://georgetown.academia.edu/DanielGinsberg"
target="_blank">http://georgetown.academia.edu/DanielGinsberg</a><br>
</div>
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<br>
<div class="gmail_quote">On Tue, Sep 15, 2015 at
7:27 AM, Francis Hult <span dir="ltr"><<a
moz-do-not-send="true"
href="mailto:francis.hult@englund.lu.se"
target="_blank"><a class="moz-txt-link-abbreviated" href="mailto:francis.hult@englund.lu.se">francis.hult@englund.lu.se</a></a>></span>
wrote:<br>
<blockquote class="gmail_quote" style="margin:0
0 0 .8ex;border-left:1px #ccc
solid;padding-left:1ex">
<div>
<div
style="direction:ltr;font-family:Arial;color:#000000;font-size:10pt">
<p>[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:</p>
<p> </p>
<p>Johnson, E.J. (2015) Debunking the
“language gap”. <em>Journal for
Multicultural Education, 9</em>(1),
42-50.</p>
<p> </p>
<p>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] </p>
<p> </p>
<p> </p>
<p>The Atlantic</p>
<p> </p>
<p>Why Boosting Poor Children’s Vocabulary
Is Important for Public Health</p>
<p> </p>
<p>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. </p>
<p> </p>
<p>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.</p>
<p> </p>
<p>Full story:<br>
<a moz-do-not-send="true"
href="http://www.theatlantic.com/education/archive/2015/09/georgias-plan-to-close-the-30-million-word-gap-for-kids/403903/"
target="_blank">http://www.theatlantic.com/education/archive/2015/09/georgias-plan-to-close-the-30-million-word-gap-for-kids/403903/</a></p>
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<pre cols="72">--
Richard Hudson (<a moz-do-not-send="true" href="http://dickhudson.com" target="_blank">dickhudson.com</a>)</pre>
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<pre class="moz-signature" cols="72">--
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