![]() It reports that 92% of teachers believe that the COVID-19 pandemic has widened the word gap, with 94% saying that they struggled to support pupils’ vocabulary development during remote learning. The 2020 Oxford Language Report Bridging the Word Gap at Transition paints an even bleaker picture. More likely to have difficulty making friends.More likely to show negative behaviour.Less likely to stay in education and less likely to be able to find employment at the end of their school journey.More likely to suffer from low self-esteem.This picture is again backed up by the Oxford Language Report (2018), where teachers reported that pupils with lower levels of vocabulary were: Twice as likely to be unemployed in adulthood.Three times as likely to suffer from mental health problems.Four times more likely to have reading difficulties in adulthood.Made slower than expected progress in other subjects.Įven more significantly, Charlton and Asmussen (2017) found that children with language difficulties at age 5 were:.Made slower than expected progress in English.Achieved worse results in national assessments.Had difficulty following what is going on in class.Teachers reported that pupils with low levels of vocabulary often: The Oxford Language (2018) report ‘Why Closing the Word Gap Matters’ found that the word gap significantly impacts achievement. For children with a word gap, these foundational terms may not be secure, and so time must be devoted to building understanding, before new content can be introduced. For instance, when learning about the Stone Age, children are far more able to take on disciplinary knowledge about flint tools if they understand vocabulary such as stone, tool, design and create. Most learning, whether disciplinary or generic, depends on a foundation of earlier vocabulary. Of course, vocabulary knowledge develops as new content is taught, however we must remember the word gap is pervasive. Without a good working vocabulary, many concepts are out of reach. Whilst other subjects include fewer explicit references to vocabulary, in reality, it underpins every facet of the curriculum. One of the aims of the English curriculum is focused on ensuring pupils acquire a wide vocabulary. The National Curriculum (2014) is peppered with references to children’s vocabulary development. We sometimes forget that the entire curriculum depends on vocabulary. Aside from the frustration that a lack of vocabulary can bring, having a word gap can negatively impact not only academic achievement, but also children’s life chances. Without vocabulary, our access to knowledge is restricted and so too is our ability to discuss our opinions. All I know is what I have words for.” Although Wittgenstein was here discussing languages, rather than vocabulary, the sentiment is apt for discussing the impact of vocabulary development. Ludwig Wittgenstein (1933) wrote “The limits of my language are the limits of my mind. So, we know there is a significant word gap which we must overcome, but why is minding that gap so important? Why do we need to prioritise vocabulary? This gap means that some pupils will start their school having heard 30 million fewer words than other children their age. BUILDING BRIDGES VOCABULARY TEACHER DOCUMENT PROFESSIONALChildren from professional families exceeded both, hearing approximately 2153 words per hour. On average, children from families on welfare heard approximately 616 words per hour, while those from working class families heard approximately 1251. Crucially, they also found that the number of words a child heard varied significantly depending on the household’s socio-economic status. During the study, they found that between 86% and 98% of the words used by each child by the age of three was derived from their parents’ vocabularies. Hart and Risley (2003) famously found that children from lower socio-economic households have a word gap compared to those who live in professional households. For most of us, this is a relatively rare occurrence, but for many children a lack of vocabulary puts up daily barriers that are difficult to overcome. We all become frustrated when we cannot adequately express ourselves or our opinions. Perhaps it was ‘on the tip of your tongue’ but you just couldn’t remember it, or maybe it was that you did not have the right word to describe a feeling or emotion. Think about a time when you just couldn’t think of the word you needed during a conversation. ![]()
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