A systematic review of language and literacy interventions in children and adolescents with English as an additional language (EAL) (original) (raw)
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2018
Children learning English as an Additional Language (EAL) are a growing but understudied population of learners in English primary schools. As EAL learners vary in their amount of exposure to English, they often begin formal education with relatively lower levels of English language proficiency than their monolingual peers. Little is known about the English language and literacy developmental trajectories of EAL learners in England, and particularly, the extent to which the two groups of learners converge or diverge over time. Additionally, no studies to date have assessed the efficacy of explicit, targeted vocabulary instruction in this group of learners in the run up to the end of primary school. The present study comprised a longitudinal cohort study of 48 EAL learners and 33 monolingual peers who were assessed at three time points between Year 4 (age 8-9) and Year 5 (age 9-10) on a battery of English language and literacy measures. All EAL learners had received English-medium ed...
Interventions for English Language Learners: A Review
Vanderbilt Undergraduate Research Journal, 2021
English Learners are students who have “sufficient difficulty reading, speaking, writing, or understanding the English language” (US Department of Education, 2014). Nearly five million students enrolled in American public schools are English Language Learners. This means that one in every ten students are not proficient in English (National Center of Education Statistics, 2015). This population has increased by one million over the last ten years. It is predicted that by 2025, one in four enrolled public school students will be an English Language Learner (National Education Association, 2008). This fast-growing rate illustrates the clear necessity of well-equipped instructors and evidence-based instructional methods to meet the needs of these students so that they are able to successfully meet state standards. Teachers and educational stakeholders must understand the importance of using evidence-based interventions in their instruction. Approximately 71% of English Language Learner...
2010
This article presents an initial review of research (published in English) on the impact, internationally, of English as an additional language (EAL) provision in the school sector. The impact is on English language learners (ELL): children and young people for whom English is an additional language and who are thought to need extra help with English to succeed in the school system. The review looks not only at the impact on children and young people, but also at the nature and efficacy of the teacher workforce, concluding that there are several gaps in provision and in research in the field.
2024
The study aimed at exploring the impact of English as an additional language on EAL pupils’ reading skills at Key Stage 2 at Oak Tree Primary School (Birmingham, Britain) with a view to identifying whether English as an additional language presents a barrier to the development of EAL young pupils’ reading skills, the strategies used to support EAL young pupils to develop their reading skills, and how effective these strategies are in this regard. The study, which employed the qualitative approach, involved collecting data through semi-structured interviews with the EAL pupils’ class teacher and the ESL mentor, observation of three Arab EAL young pupils at Key Stage 2, and documentary analysis of the school’s EAL policy. The study revealed that the EAL young pupils could make some progress in reading through one-to-one support from staff and by being provided with well-developed resources. In spite of this, EAL pupils still underperform in comparison with their native English-speaking counterparts. The findings rationalized providing EAL pupils with bilingual support to help them overcome their reading difficulties.
English as an additional language: a survey of effective practice in Key Stages 1–3
English as an additional language: a survey of effective practice in Key Stages 1-3 Graham Frater Foreword Many children, young people and adults face real challenges in learning to understand and communicate in English because English is not their first language or the language of their home. Some are isolated in areas of England and Wales where few others from their language community live; others live in areas of the country where their first language is often used more frequently in daily life than English. As Graham Frater reveals, all need more than to 'get by' in English.
South African Journal of Education, 2008
Some Grade 4 educators have expressed feelings of ineptitude regarding the support of ESL (English Second Language) learners with limited English proficiency as they do not know how to support these learners effectively. Their litany emphasises ESL educators' need for supportive and preventive intervention. A Story-based Language Enrichment Programme (SLEP) was compiled to suit the needs of educators teaching Grade 4 ESL learners with limited English proficiency. The programme was designed to maintain or improve the English proficiency of ESL learners. An intervention research method was followed to test the efficacy of SLEP. Forty teachers implemented SLEP over a six-week period. Thirty-nine teachers provided constructive feedback at the end of this period. Between 92% and 100% of the participants rated SLEP positively. Rural participants suggested some refinements to the program m e. The overall conclusion was that SLEP makes a useful contribution to ESL practice.
Language made fun: supporting EAL students in primary education
TEANGA, the Journal of the Irish Association for Applied Linguistics
Acquisition of English language skills is vital for the successful integration of children into English-medium Education. Newcomer children who are not proficient in the language of instruction may be left vulnerable to exclusion in the classroom and long-term educational failure (McEachron 1998, Paradis 2005). Targeted linguistic support can increase access to education by prioritizing the development of core linguistic skills such as vocabulary and grammar. ‘Language Made Fun’, is a joint Ulster University-Barnardos initiative that was developed to investigate English vocabulary and grammar development in a group of newcomer children from various language backgrounds. To address the needs of these children, we developed an individually tailored language intervention programme to facilitate English language development as part of a wider Barnardos family support programme for newcomer pupils and their families. Trained undergraduate student volunteers from both Linguistics and Spee...