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Language Gap: Cultural Assumptions and Ideologies
Abstract
The language gap is one of the most widely cited explanations for existing socioeconomic disparities in educational performance. Since Hart and Risley's 1995 publication on the socioeconomic differences in language input among children living in the United States, the language gap has permeated research, education, policy, and public awareness both in the United States and abroad. Since then, critiques have emerged that question the validity of the language gap as a concept and as means to close educational disparities. In this chapter, the authors build upon existing critiques by highlighting the cultural assumptions and ideologies that underpin the language gap and challenging these assumptions by drawing upon cross-cultural research on human development. Future directions are discussed on ways to move research forward using methodology that attends to cultural variability, builds on families' funds of knowledge, and recognizes societal contexts and structures that address systemic inequities.
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