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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Language Development01:22

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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Teacher Vocabulary Use and Student Language and Literacy Achievement.

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  • 1Department of Special Education, Vanderbilt University, Nashville, TN.

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Summary

Second grade teachers

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Area of Science:

  • Educational Psychology
  • Linguistics
  • Early Childhood Education

Background:

  • Teacher talk significantly influences student learning.
  • Academic language is crucial for early literacy development.
  • Understanding teacher vocabulary use is key to improving student outcomes.

Purpose of the Study:

  • To analyze the quantity and types of vocabulary used by second grade teachers.
  • To investigate the relationship between teacher talk and student language and literacy achievement.

Main Methods:

  • 64 second grade teachers and 619 students participated.
  • Teacher instruction was recorded throughout the school year.
  • Student vocabulary, grammar, and reading were assessed in fall and spring.

Main Results:

  • Students hear thousands of words daily, averaging over a thousand unique words per hour.
  • Few academic words were used on average, but this varied significantly among teachers.
  • Increased teacher use of academic words predicted higher student vocabulary achievement.

Conclusions:

  • Teacher academic language use is a significant predictor of student vocabulary growth.
  • Early elementary academic language is vital for school success.
  • Further research on early academic language is warranted.