Language Diversity, School Learning, and Closing Achievement Gaps A Workshop Summary

• Main Authors: Welch-Ross, Melissa K., National Research Council (U.S.). Committee on the Role of Language in School Learning: Implications for Closing the Achievement Gap, National Research Council (U.S.). Division of Behavioral and Social Sciences and Education
• Format: eBook Book
• Language: English
• Published: Washington, D.C National Academies Press 26.07.2010
• Edition: 1
• Subjects: Academic Achievement; Achievement Gap; Affective education; Affective education > Congresses; Child Development; Cognitive Psychology; Communication in education; Communication in education > Congresses; Dialects; Educationally Disadvantaged; Language Acquisition; Language and languages; Language and languages > Study and teaching > Congresses; Language Role; Linguistics; Literacy; Preschool Children; Reading Comprehension; Second Language Learning; Study and teaching; Teacher Education; Teaching Methods; Vocabulary Development; Workshops
• ISBN: 9780309153867; 0309153867
• DOI: 10.17226/12907

The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion.