Abstract
This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers’ vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in the percentage of students on free or reduced-price lunch. Teachers in classes of students from higher socioeconomic backgrounds used more academic words. Class vocabulary level significantly predicted the proportion of academic word use and the proportion of grade-level vocabulary use. Once class vocabulary level was accounted for, the percentage of students on free or reduced-price lunch was no longer predictive. However, some classes of students may be at a disadvantage in their exposure to academic and grade-level vocabulary words given that school is the most likely place for many students to be exposed to these curriculum words.
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