What Counting Words Has Really Taught Us: The Word Gap, a Dangerous, but Useful Discourse

Autor/in	Abraham, Stephanie
Titel	What Counting Words Has Really Taught Us: The Word Gap, a Dangerous, but Useful Discourse
Quelle	In: Equity & Excellence in Education, 53 (2020) 1-2, S.137-150 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abraham, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2020.1751008
Schlagwörter	Vocabulary; Poverty; Equal Education; Economically Disadvantaged; Discourse Analysis; Ideology; Language Acquisition; Race + Suchen Sie Ihr Suchwort? Wortschatz; Armut; Diskursanalyse; Ideologie; Sprachaneignung; Spracherwerb; Rasse; Abstammung
Abstract	For the past two decades, a claim of a word gap between the vocabulary sizes of poor children and their wealthier peers has inundated educational policy. In this article, I use critical discourse analysis to show how the word gap theory is a dangerous, but useful, discourse that continues to be produced as a scientific explanation for the cause of poverty and that closing the word gap will be the ultimate remedy for poor people. The word gap is a discourse that arose to explain away poverty, while supposedly countering deficit discourses about the innate unintelligence of poor people. It has relocated the problem with poor people from innate incompetence and laziness to social incompetence that was produced by a word deficit. The analysis showed that those who adhere to the word gap discourse are absolved from any critical questioning of the oppressive workings in American society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01