Some academic linguists reject such research on the grounds of “deficit ideology”. But every study worth its paper and ink controls for factors such as parents’ income
Save time by listening to our audio articles as you multitaskWhat is most startling is how many academics reject such research in principle. A cadre of academic linguists argues that studies into children’s learning often exhibit a “deficit ideology”.
The critics have a point: because of prejudice, students can be unfairly thought deficient. Studies have shown that teachers may have different perceptions of their pupils’ academic aptitude based on their race; some may unconsciously mark down work by black pupils. Other factors that should be irrelevant, such asStudents who speak in a minority dialect, such as, are often disparaged for having a poor grasp of standard English grammar.
Despite all this, it is still worth researching into children’s learning. One reason is that it is better to know what early interventions might work than to remain in ignorance. The remedy for poorly controlled studies that do not account for pre-existing disadvantages is better research and robust debate, not to dismiss all work on what behaviour might help children develop their language skills merely because such work constitutes a deficit ideology.
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