Much research has been carried out to find the relationship between socio-economic status and language performance. It is said the home environment directly has a direct dependency on parents since they are the ones who construct and develop the environment of the child. Parents’ education, income, job, attention are major factors that contribute to socioeconomic status. Some suggest that in studying how an individual acquires a new language one must consider the age of acquisition, the language of family, literacy, etc. The opportunity to acquire language is not equal due to socioeconomic status. Low-income parents might be preoccupied with thoughts of how to meets the basic needs of life rather than concentrating on the cognitive development of childlike language development. Further children who have low-income parents might also have less inspiration for education and career. It is said that by the age of a child 4 from the low socioeconomic side hear 30 million fewer words than the normal child. The relationship between socioeconomic status and language development is a multidimensional construct since there may be many other factors other than socioeconomic status that tend to influence language development. Impact of Socio-economics status on Language Acquisition and Retention of Children.

Theories that explain language acquisition:
There are many theories explaining how a language is acquired such as the behaviorist approach which states that language is acquired in the same way other behavior is acquired. Usually, a child develops a behavior depending on the reward given through other behavior. If the previous behave is applauded then he/she continuous to do the same which becomes their behavior. Language acquisition is also said to follow the same path. Another approach is the Interactionist approach which deals with the interaction between individual ability and outside environment that influence its ability. Thus, language acquisition is influenced by the adults who assist in teaching that language to children.

Socioeconomic status effect on different domains of the language:
Pre-linguistic development is one of the important domains of language. Although a child does not speak any words until 1 year on average, the communication starts even before its birth. Although a child does not have standard language assessment, there is evidence on brain areas denoting that a child wants to explore the physical world, produce gestures, and tries to communicate with us through non-verbal methods. Infants with low economic status tend to show a low level of oral and manual object exploration when they start to move. Since parents of low-income status are found depressed most of the time they interact and communicate less with children. Next is Vocabulary development. Children with high status were found to give more expressive vocabulary than the one with low status which counts to almost 3-fold when they attain 3 years. Children with low economic status were also found to have low grammatical development and phonological development (sound structure of words). Children with low phonological development tend to have a problem in reading the words of a language which further elevates the problem of having lower comprehension skills. Upon research, it was found that students with low socioeconomic status have rich storytelling skills but this is often underestimated by teachers who fail to encourage those skills. Due to disparities in language skills of children from low socioeconomic status, there are gaps in literacy achievement among Low socioeconomic people.

Much research has been carried out to find the relationship between socio-economic status and language performance. It is said the home environment directly has a direct dependency on parents since they are the ones who construct and develop the environment of the child. Parents’ education, income, job, attention are major factors that contribute to socioeconomic status. Some suggest that in studying how an individual acquires a new language one must consider the age of acquisition, the language of family, literacy, etc. The opportunity to acquire language is not equal due to socioeconomic status. Low-income parents might be preoccupied with thoughts of how to meets the basic needs of life rather than concentrating on the cognitive development of childlike language development. Further children who have low-income parents might also have less inspiration for education and career. It is said that by the age of a child 4 from the low socioeconomic side hear 30 million fewer words than the normal child. The relationship between socioeconomic status and language development is a multidimensional construct since there may be many other factors other than socioeconomic status that tend to influence language development. Impact of Socio-economics status on Language Acquisition and Retention of Children

There are many theories explaining how a language is acquired such as the behaviorist approach which states that language is acquired in the same way other behavior is acquired. Usually, a child develops a behavior depending on the reward given through other behavior. If the previous behave is applauded then he/she continuous to do the same which becomes their behavior. Language acquisition is also said to follow the same path. Another approach is the Interactionist approach which deals with the interaction between individual ability and outside environment that influence its ability. Thus, language acquisition is influenced by the adults who assist in teaching that language to children.

Pre-linguistic development is one of the important domains of language. Although a child does not speak any words until 1 year on average, the communication starts even before its birth. Although a child does not have standard language assessment, there is evidence on brain areas denoting that a child wants to explore the physical world, produce gestures, and tries to communicate with us through non-verbal methods. Infants with low economic status tend to show a low level of oral and manual object exploration when they start to move. Since parents of low-income status are found depressed most of the time they interact and communicate less with children. Next is Vocabulary development. Children with high status were found to give more expressive vocabulary than the one with low status which counts to almost 3-fold when they attain 3 years. Children with low economic status were also found to have low grammatical development and phonological development (sound structure of words). Children with low phonological development tend to have a problem in reading the words of a language which further elevates the problem of having lower comprehension skills. Upon research, it was found that students with low socioeconomic status have rich storytelling skills but this is often underestimated by teachers who fail to encourage those skills. Due to disparities in language skills of children from low socioeconomic status, there are gaps in literacy achievement among Low socioeconomic people.