精英翻譯出自http://paper.udn.com/udnpaper/POH0067/269227/web/

It has been nearly 20 years since a landmark education study found that, by age 3, children from low-income families have heard 30 million fewer words than more affluent children, putting them at an educational disadvantage before they have begun school.
將近20年前,一項具有里程碑意義的教育研究發現,低收入戶兒童到了3歲時,已比家庭較富裕的兒童少聽到3000萬個字彙,以致就學前即已處於教育上的劣勢。

Now, a growing body of research is challenging the notion that merely exposing poor children to more language is enough to overcome the deficits they face. The quality of the communication between children and their parents and caregivers, the researchers say, is of much greater importance than the number of words a child hears.

如今,越來越多的研究向此一觀念提出挑戰,不認為光是讓貧窮兒童暴露於更多語言,就能克服他們所面對的不足。這些研究人員指出,兒童與父母及看顧者之間的溝通品質,遠比兒童聽到多少字彙來得重要。

A study presented last month at a White House conference on “bridging the word gap” found that among 2-year-olds from low-income families, quality interactions involving words — the use of shared symbols (“Look, a dog!”); rituals (“Want a bottle after your bath?”); and conversational fluency (“Yes, that is a bus!”) — were a far better predictor of language skills at age 3 than any other factor .

上月在白宮「縮小字彙差距」會議中發表的一項研究結果發現,對2歲的低收入戶兒童而言,和字彙相關的優質互動,例如使用共通的符號(「看哪,一隻狗!」);固定程序(「洗完澡想喝瓶奶?」);流暢的對話(「是的,這是一輛公車!」),在預測3歲兒童語言技巧方面,是遠勝於其他因素的更好指標。

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