How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants' Conceptualizations of Learning

Autor/inn/en	Adair, Jennifer Keys; Colegrove, Kiyomi Sánchez-Suzuki; McManus, Molly E.
Titel	How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants' Conceptualizations of Learning
Quelle	In: Harvard Educational Review, 87 (2017) 3, S.309-334 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Hispanic American Students; Immigrants; Early Childhood Education; Elementary Education; Primary Education; Barriers; Social Bias; Educational Discrimination; Teacher Attitudes; Vocabulary; English Language Learners; Student Needs; Student Experience; Educational Quality; Ethnography; Video Technology; Grade 1; School Readiness; At Risk Students; Administrator Attitudes; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Primarbereich; Lehrerverhalten; Wortschatz; Studienerfahrung; Quality of education; Bildungsqualität; Ethnografie; School year 01; 1. Schuljahr; Schuljahr 01; Readiness for school; School ability; Schulreife
Abstract	Early childhood education in grades preK-3 continues to contribute to future school success. Discrimination, however, can still be an obstacle for many children of Latinx immigrants because they often receive less sophisticated and dynamic learning experiences than their white, native-born peers. In this article, Jennifer Keys Adair, Kiyomi Sánchez-Suzuki Colegrove, and Molly E. McManus detail how this type of educational discrimination is perpetuated by educators' acceptance of the "word gap" discourse. Drawing on empirical work with more than two hundred superintendents, administrators, teachers, parents, and young children, they recount how caring, experienced educators explained that Latinx immigrant students could not handle dynamic, agentic learning experiences because they lacked vocabulary and how the children in those classrooms said that learning required still, obedient, and quiet bodies. Rather than blaming educators, the authors share this empirical evidence to demonstrate the harm that can come from denying young children a range of sophisticated learning experiences, especially when institutionally and publicly justified by deficit-oriented research and thinking. Using the work of Charles Mills, the authors argue that such a denial of experience to children of Latinx immigrants and other marginalized communities is discriminatory and, too often, the status quo. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01