Department of Special Education, Vanderbilt University, Nashville, TN.
School of Communication Science and Disorders, Florida State University, Tallahassee.
J Speech Lang Hear Res. 2023 Sep 13;66(9):3574-3587. doi: 10.1044/2023_JSLHR-22-00605. Epub 2023 Aug 4.
We sought to examine second grade teachers' word use throughout the school day to identify the amount and type of teacher vocabulary use across content areas as well as to examine relationships between this teacher talk and student language and literacy achievement.
Second grade teachers ( = 64) and a random sample of half of their students ( = 619) participated. Teachers recorded instruction during the school day throughout the year, and students were assessed on vocabulary, grammar, and reading measures in the fall and spring.
Findings reveal second grade students hear thousands of words spoken by the teacher each hour of the school day, including more than a thousand different words per hour on average. The large majority of words were the most common words in the English language. On average, there were few academic or curriculum vocabulary words used, but this varied widely between teachers. The proportion of academic words used by teachers during the school day significantly predicted students' end-of-year vocabulary. Teachers who used more academic words had students with higher vocabulary achievement at the end of the school year. There were no other significant relationships between teachers' language and student achievement.
This correlational evidence adds to the existing knowledge of the importance of academic language to student school outcomes and provides implications for further research in the area of academic language at the early elementary level.
我们旨在考察二年级教师在整个学校日的用词情况，以确定在各学科领域内教师词汇使用的数量和类型，并探讨这种教师语言与学生语言和读写能力成就之间的关系。
有 64 名二年级教师和他们随机选择的一半学生（共 619 名学生）参与了研究。教师全年在学校日记录教学情况，学生在秋季和春季接受词汇、语法和阅读方面的评估。
研究结果表明，二年级学生每小时在学校听到教师说数千个单词，平均每小时包括一千多个不同的单词。绝大多数单词是英语中最常见的单词。平均而言，使用的学术或课程词汇很少，但教师之间的差异很大。教师在学校日使用的学术词汇比例显著预测了学生年末的词汇量。使用更多学术词汇的教师的学生在学年末词汇量更高。教师的语言与学生成绩之间没有其他显著关系。
这种相关证据增加了学术语言对学生学业成绩重要性的现有知识，并为小学低年级学术语言领域的进一步研究提供了启示。
