El papel del vocabulario frente al conocimiento en el aprendizaje lingüístico de los niños: una perspectiva de cincuenta años

• Autores: Catherine E. Snow
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 40, Nº 1, 2017, págs. 9-18
• Idioma: español
• DOI: 10.1080/02103702.2016.1263449
• Títulos paralelos:
  • The role of vocabulary versus knowledge in children's language learning: a fifty-year perspective
• Enlaces
  • Texto completo  1    2  
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    La ‘brecha de los 30 millones de palabras’ entre niños que viven en familias más y menos privilegiadas ha acaparado mucha atención pública. En el presente trabajo argumento que conceptualizar la brecha entre estos niños en términos de cantidad de palabras, aunque sea útil para enfatizar la magnitud del desafío, conceptualiza de forma inadecuada las diferencias reales, que radican más en el conocimiento del mundo que en el tamaño de vocabulario, y presenta el riesgo de tentar a padres y educadores de la primera infancia a buscar soluciones excesivamente simplistas. Si reconocemos este desafío como uno de conocimiento más que uno de tamaño de vocabulario estaremos en mejor posición para ayudar a los niños que están aprendiendo una segunda lengua, y cuya base de conocimiento común a ambas lenguas es un mejor predictor del éxito académico que el vocabulario en la segunda lengua.

  • English

    Much public attention has been drawn to the ‘30 million-word gap’ between children growing up in more vs. less privileged families. I argue in this paper that conceptualizing the gap in quantity of words, which is useful in emphasizing the size of the challenge, misconceptualizes the real differences, which are in knowledge of the world rather than just vocabulary size, and risks luring early childhood educators and parents into overly simple solutions. If we recognize the challenge as one of knowledge rather than just vocabulary size, we also are in a better position to support second language learners whose knowledge base across both languages is a better predictor of academic success than vocabulary in the second language.

• Referencias bibliográficas
  • August, D., Artzi, L., & Barr, C. (2016). Helping ELLs meet standards in English language arts and science: An intervention focused on...
  • Bartsch, K., & Wellman, H. (1995). Children talk about the mind. Oxford: Oxford University Press. [Google Scholar]
  • Bloom, L. (1973). One word at a time: The use of single-word utterances before syntax. The Hague: Mouton. [Google Scholar]
  • Braine, M. D. S. (1971). The acquisition of language in infant and child. In C. Reed (Ed.), The learning of language (pp. 7–95). New York,...
  • Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.[Crossref], [Google Scholar]
  • Brown, R., & Bellugi, U. (1964). Three processes in the child’s acquisition of syntax. Harvard Educational Review, 34, 133–151. doi:10.17763/haer.34.2.c5263w0q03222r14[Crossref],...
  • Chouinard, M. (2007). Children’s questions: A mechanism for cognitive development. Monograph of the Society for Research in Child Development,...
  • Engel, S. (2015). The hungry mind: The origins of curiosity in children. Cambridge, MA: Harvard University Press.[Crossref], [Google Scholar]
  • Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., & Thal, D. (1994). Variability in early communicative development. Monographs of the...
  • Ganger, J., & Brent, M. (2004). Reexamining the vocabulary spurt. Developmental Psychology, 40, 621–632. doi:10.1037/0012-1649.40.4.621[Crossref],...
  • Goldin-Meadow, S., Seligman, M., & Gelman, R. (1976). Language in the two-year-old. Cognition, 4, 189–202. doi:10.1016/0010-0277(76)90004-4[Crossref],...
  • Hart, B., & Risley, T. (1995). Meaningful differences in the everyday lives of American children. Baltimore, MD: Brookes Publishing. [Google...
  • Hoff-Ginsberg, E. (1986). Function and structure in maternal speech: Their relation to the child’s development of syntax. Developmental Psychology,...
  • Kurkul, K., & Corriveau, K. (in press). Question, explanation, follow-up: A mechanism for learning from others? Child Development. [Google...
  • Loftus-Rattan, S., Mitchell, A., & Coyne, M. (2016). Direct vocabulary instruction in preschool: A comparison of extended instruction,...
  • MacWhinney, B. (2000a). The CHILDES project: Tools for analyzing talk. In The format and programs (Vol. 1, 3rd ed.). Mahwah, NJ: Lawrence...
  • MacWhinney, B. (2000b). The CHILDES project: Tools for analyzing talk. In The database (Vol. 2, 3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates....
  • MacWhinney, B., & Snow, C. E. (1985). The child language data exchange system. Journal of Child Language, 12, 271–295. doi:10.1017/S0305000900006449[Crossref],...
  • MacWhinney, B., & Snow, C. E. (1990). The child language data exchange system: An update. Journal of Child Language, 17, 457–472. doi:10.1017/S0305000900013866[Crossref],...
  • Miller, J., & Chapman, R. (1985). SALT: Systematic analysis of language transcripts. Madison: Language Analysis Laboratory, Waisman Center,...
  • Mol, S., Bus, A., & de Jong, M. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral...
  • Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 38(Serial No....
  • Nelson, K. (2013). El camino desde la primera infancia a la comunidad de mentes compartidas [Pathways from infancy to the community of shared...
  • Ninio, A., & Bruner, J. (1978). The achievement and antecedents of labeling. Journal of Child Language, 5, 1–15. doi:10.1017/S0305000900001896[Crossref],...
  • Ninio, A., & Snow, C. E. (1996). Pragmatic development. Boulder, CO: Westview Press. [Google Scholar]
  • Pan, B., Rowe, M., Singer, J., & Snow, C. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families....
  • Ratner, N. B. (1984). Phonological rule usage in mother-child speech. Journal of Phonetics, 12, 245–254.[Web of Science ®], [Google Scholar]
  • Ratner, N. B. (1987). The phonology of parent-child speech. In K. E. Nelson & A. van Kleeck (Eds.), Children’s language (Vol. 6, pp. 159–174)....
  • Rowe, M. L. (2000). Pointing and talk by low-income mothers and their 14-month-old children. First Language, 20, 305–330. doi:10.1177/014272370002006005[Crossref],...
  • Rowe, M. L. (2008). Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill. Journal...
  • Snow, C. E. (1972). Mothers’ speech to children learning language. Child Development, 43, 549–565. doi:10.2307/1127555[Crossref], [Web of...
  • Snow, C. E. (1977). Mothers’ speech research: From input to interaction. In C. E. Snow & C. A. Ferguson (Eds.), Talking to children: Language...
  • Snow, C. E. (1984). Parent-child interaction and the development of communicative ability. In R. L. Schiefelbusch & J. Pickar (Eds.),...
  • Snow, C. E., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy...
  • Snow, C. E., Perlmann, R., Gleason, J. B., & Hooshyar, N. (1990). Developmental perspectives on politeness: Sources of children’s knowledge....
  • Suskind, D. (2015). Thirty million words: Building a child’s brain. New York, NY: Dutton. [Google Scholar]
  • Tardif, T. (1996). Nouns are not always learned before verbs: Evidence from Mandarin speakers’ early vocabularies. Developmental Psychology,...
  • Weizman, Z., & Snow, C. E. (2001). Lexical output as related to children’s vocabulary acquisition: Effects of sophisticated exposure and...