Mind the Gap

Abstract

Children from poor families typically know fewer words when they enter school than children from wealthy families do. This “word gap” persists over time and may significantly affect educational achievement. The language children hear at home before they start school influences how many words they learn. Children from poorer families typically hear fewer words. New programs tackle the language gap by encouraging poorer parents to talk more to their children. These programs have excellent intentions, but they also have significant limitations. They count only the number of words, ignoring important differences in how language is used in social and physical contexts. They also carry implicit ideologies about “correct” language practices and may stigmatize some parents or cultures. To succeed in leveling the playing field in early education, interventions should consider features of language beyond the word and partner more closely with parents to create sustainable programs tailored to the desires and practices of local communities.