Identifying Pathways Between Socioeconomic Status and Language Development
Identifying Pathways Between Socioeconomic Status and Language Development
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DOI：
10.1146/annurev-linguistics-011516-034226
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发表时间：
2017-01-01
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影响因子：
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通讯作者：
Golinkoff, Roberta Michnick
中科院分区：
文献类型：
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作者：
Pace, Amy;Luo, Rufan;Golinkoff, Roberta Michnick
在语言能力的标准化测试中，低收入家庭的孩子的表现一直低于条件较好的同龄人，这就形成了长期的发展轨迹，转化为学业成绩上的差距。我们在这篇综述中的主要目标是描述如何以及为什么会这样，以便将注意力集中在丰富不同社会经济阶层的早期语言体验的方法上。我们首先回顾了关于社会经济地位（SES）与幼儿跨领域语言能力之间关系的文献。然后，我们确定了社会经济地位可能影响语言发展的三个潜在途径——儿童特征、亲子互动和学习资源的可用性——认识到儿童自身的语言学习技能和他/她的环境支持之间复杂的相互作用。最后，我们回顾了针对这三种途径的干预措施，着眼于最佳实践。未来的研究应关注儿童习得语言的语境多样性，并采用对文化差异敏感的语言测量方法。
Children from low-income backgrounds consistently perform below their more advantaged peers on standardized measures of language ability, setting long-term trajectories that translate into gaps in academic achievement. Our primary goals in this review are to describe how and why this is so, in order to focus attention on ways to enrich early language experiences across socioeconomic strata. We first review the literature on the relation between socioeconomic status (SES) and language ability across domains in early childhood. We then identify three potential pathways by which SES might influence language development-child characteristics, parent-child interaction, and availability of learning resources-recognizing the complicated interaction between the child's own language learning skill and his/her environmental support. Finally, we review interventions that target these three pathways with an eye toward best practice. Future research should focus on the diversity of contexts in which children acquire language and adopt methods of language measurement that are sensitive to cultural variation.