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 percent 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, percent 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.

本研究旨在检查不同社会经济背景的二年级教室的教师/课堂水平的语言。对教师在整个学年上学日的词汇输入的测量进行了检查。在免费或减价午餐的学生百分比不同的班级之间，学术词汇使用的比例存在显着差异。具有较高社会经济背景的学生班级的教师使用更多的学术词汇。课堂词汇水平显着预测学术词汇使用比例和年级词汇使用比例。一旦考虑到课堂词汇水平，免费或减价午餐的学生百分比就不再是可预测的。然而，