similarly, johnson (2015) draws on from faltis (2006) socialization mismatch hypothesis that the culture of the schooling system that is based around middle to upper class, white, standardized english principles do not match the language socialization of backgrounds that may not fit into these categories. he argues the language gap was not a result of vocabulary or literary deficiency in a child, but rather not understanding the language socialization of different cultural backgrounds. he drew from a previous linguistic anthropologist hymes (1972) term of "communicative competence" in that social expectations within a speech community shape the member's use of language. thus, diverse backgrounds in language have a different set of expectations that a member conforms to. as language differs, so does the developmental process. johnson (2015) argues the language gap is not fair because it does not consider the various ways children use words and create meaning. therefore, it is not the parents at fault leading their children to fall behind, but the school's fault for not accommodating to children's backgrounds.thus, the language gap is not a result of a child's capabilities to understand, but a result of how a linear function of language ignores the needs of the various ways to make meaning.