Effects of academic and non-academic instructional approaches on preschool English language learners’ classroom engagement and English language development

2016 ◽  
Vol 15 (4) ◽  
pp. 339-358 ◽  
Author(s):  
Ivana Markova
Keyword(s):  
Second Language ◽  
Language Development ◽  
English Language ◽  
Language Skills ◽  
Free Play ◽  
English Language Development ◽  
Bilingual Children ◽  
Bilingual Students ◽  
Academic Activities ◽  
English Language Skills

This research compared the relative impact of different preschool activities on the development of bilingual students’ English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic) activities. The researcher utilized both quantitative and qualitative research approaches; data sources included 285 preschool observations made in three classrooms in Northern California. Data analysis consisted of descriptive statistics (e.g. frequencies/percentages, mean values, and standard deviations). In addition, children’s observed scores were also analyzed by normative scales using standardized z-scores. The findings of this study indicated that bilingual children engaged and interacted significantly more during free-play (non-academic) preschool classroom activities than during teacher-structured (academic) activities. Specific free-play activities enabling optimal engagement and second language acquisition were pretend play, free play, and monkey bars. The study’s major implication is that free-play (non-academic) activities may be much more helpful in developing bilingual preschoolers’ English-language skills than teacher-structured (academic) activities. Free-play activities are an affordance for making language available, which helps with building academic skills and cultural capital. This study proves that free-play activities are an affordance for language learning because bilingual children have shown dramatically greater engagement in non-academic activities (vs academic activities). The importance of free-play activities may extend beyond preschool classrooms (e.g. greater English-language development in early preschool may subsequently positively impact student performance in kindergarten). Thus, unstructured, social-based activities should be implemented for bilingual students in K-12 classrooms. Free-play (i.e. non-academic) activities should be implemented in preschool.

“Successful” migration, (English) language skills and global inequality: The case of Bangladeshi migrants to the Middle East

Multilingua ◽  
2019 ◽  
Vol 38 (3) ◽  
pp. 253-281
Author(s):  
Elizabeth J. Erling ◽  
Qumrul Hasan Chowdhury ◽  
Mike Solly ◽  
Philip Seargeant
Keyword(s):  
Language Development ◽  
International Development ◽  
English Language ◽  
Language Skills ◽  
Perceived Value ◽  
English Language Development ◽  
British Council ◽  
Rural Bangladesh ◽  
Link Type ◽  
English Language Skills

Abstract Migration has become a vital element of the Bangladeshi economy, which has led to an increasing focus on providing Bangladeshis with the skills needed on the international labour market. English is often cited as one of these skills, and previous research has shown that a primary reason why Bangladeshis wish to learn English is due to its perceived value for pursuing work abroad (Erling, Elizabeth J., Philip Seargeant, Mike Solly, Qumrul H Chowdhury, & Sayeedur Rahman. 2012. Attitudes to English as a language for international development in rural Bangladesh. London: British Council. Available online at http://www.teachingenglish.org.uk/publications/attitudes-english-a-language-international-development-rural-bangladesh.). The extent to which English is of value in economic migration, however, has been underexplored in research (Coleman, Hywel. 2010. The English language in development. London: British Council. Available at http://www.teachingenglish.org.uk/publications/english-language-development.). Drawing on data from a qualitative study which provides new insights into the experiences and perceptions of a cohort of returnee migrants, this article investigates the perceived value of (English) language skills for migration. The study finds that economic migrants see the advantages of having particular skills, especially English, for economic gain. However, applying a capabilities lens to their narratives (Sen, Amartya. 1999. Development as freedom. Oxford: Oxford University Press.) reveals the difficulties of classifying their experiences in terms of “success” given the deeply embedded structural issues and challenges the participants report facing. This article therefore questions assumptions that language skills can be transformational when social inequality is (re)produced in the context of migration.

scholarly journals The Acquisition of English as a Second Language by Young Tokelau Children Living in New Zealand

2021 ◽  
Author(s):  
◽  
Penelope Jamieson
Keyword(s):  
Second Language ◽  
New Zealand ◽  
Language Acquisition ◽  
English Language ◽  
Native Speakers ◽  
Language Skills ◽  
Language Education ◽  
Native Speakers Of English ◽  
Continued Use ◽  
English Language Skills

<p>Young Tokelau children living in New Zealand are members of one of the smallest linguistic minorities in the country. Many speak the Tokelau language at home, and so their first sustained contact with the English language comes when they enter the school system at the age of five. The research reported in this study was designed to investigate two questions associated with the language education of these children during their first two years at school: (a) is it desirable to discourage continued use of the Tokelau language, and (b) how should the schools approach the task of teaching the children English? The English language skills, both formal and functional, of Tokelau children aged five and seven were investigated. Tests were constructed to assess control of English vocabulary and structure and ability to communicate in English with peers and with teachers. Two groups of native speakers of English, each the same age as the Tokelau groups, were also tested. The results indicate that the English language skills of the Tokelau children are not as well developed as those of native speakers of the same age, both when they enter school and after two years of consistent contact with English. The relevance of questions concerning their language education is thus established. Correlations between ratings of Tokelau language skills and scores obtained on the measures of English language skills indicate that, in general, the continued use of the Tokelau language has little effect on the acquisition of English as a second language. The data, however, suggests that there is some relation between the ability to speak Tokelau and both the acquisition of English vocabulary and the efficiency of communication between five year old inter-ethnic pairs in which Tokelauans are the speakers and native-speakers of English are the listeners. These results are considered within the framework of the diglossic relations that exist between English and Tokelau in New Zealand. A detailed examination of the scores obtained on the English language measures by both Tokelau speakers and native speakers of English indicates that the sequence and process of second language acquisition is substantially the same as that of first language acquisition. There is little evidence of transference by the Tokelau speakers from their knowledge of their native languages to the task of understanding English. This is seen as tentative support for the experiential approach currently followed in New Zealand infant rooms. There is however some indication that early help with English vocabulary may be useful. The significance of these results is considered in the light of information derived from three studies that were complementary to the main research. These studies covered such areas as the relation between home language use and the development of second language skills, factors contributing to communicative success, and the implications of the research for language testing. Some recommendations for the language education of young Tokelau children are offered.</p>

The Effects of Dual-Language Support on the Language Skills of Bilingual Children With Hearing Loss Who Use Listening Devices Relative to Their Monolingual Peers

2013 ◽  
Vol 44 (3) ◽  
pp. 281-290 ◽  
Author(s):  
Ferenc Bunta ◽  
Michael Douglas
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
English Language ◽  
Language Skills ◽  
Bilingual Children ◽  
Auditory Comprehension ◽  
Preschool Language ◽  
English Speaking ◽  
Children With Hearing Loss ◽  
English Language Skills

PurposeThe present study investigated the effects of supporting both English and Spanish on language outcomes in bilingual children with hearing loss (HL) who used listening devices (cochlear implants and hearing aids). The English language skills of bilingual children with HL were compared to those of their monolingual English-speaking peers' with HL. The Spanish and English language skills of the bilingual participants were also compared.MethodThe language skills of 40 children with HL (20 bilingual Spanish–English-speaking and 20 monolingual English-speaking) were examined using the Auditory Comprehension, Expressive Communication, and total language scores from the Preschool Language Scale, Fourth Edition (Zimmerman, Steiner, & Pond, 2002a, 2002b).ResultsThe English language skills of the bilingual participants were commensurate with those of their monolingual English-speaking peers on all 3 measures. The Spanish and English total language scores of the bilingual group were also comparable and highly correlated.ConclusionBoth languages of bilingual children with HL can be supported without having adverse effects on the children's language development. Moreover, supporting both languages in bilingual children with HL may have multifarious positive ramifications.

scholarly journals The Acquisition of English as a Second Language by Young Tokelau Children Living in New Zealand

2021 ◽  
Author(s):  
◽  
Penelope Jamieson
Keyword(s):  
Second Language ◽  
New Zealand ◽  
Language Acquisition ◽  
English Language ◽  
Native Speakers ◽  
Language Skills ◽  
Language Education ◽  
Native Speakers Of English ◽  
Continued Use ◽  
English Language Skills

<p>Young Tokelau children living in New Zealand are members of one of the smallest linguistic minorities in the country. Many speak the Tokelau language at home, and so their first sustained contact with the English language comes when they enter the school system at the age of five. The research reported in this study was designed to investigate two questions associated with the language education of these children during their first two years at school: (a) is it desirable to discourage continued use of the Tokelau language, and (b) how should the schools approach the task of teaching the children English? The English language skills, both formal and functional, of Tokelau children aged five and seven were investigated. Tests were constructed to assess control of English vocabulary and structure and ability to communicate in English with peers and with teachers. Two groups of native speakers of English, each the same age as the Tokelau groups, were also tested. The results indicate that the English language skills of the Tokelau children are not as well developed as those of native speakers of the same age, both when they enter school and after two years of consistent contact with English. The relevance of questions concerning their language education is thus established. Correlations between ratings of Tokelau language skills and scores obtained on the measures of English language skills indicate that, in general, the continued use of the Tokelau language has little effect on the acquisition of English as a second language. The data, however, suggests that there is some relation between the ability to speak Tokelau and both the acquisition of English vocabulary and the efficiency of communication between five year old inter-ethnic pairs in which Tokelauans are the speakers and native-speakers of English are the listeners. These results are considered within the framework of the diglossic relations that exist between English and Tokelau in New Zealand. A detailed examination of the scores obtained on the English language measures by both Tokelau speakers and native speakers of English indicates that the sequence and process of second language acquisition is substantially the same as that of first language acquisition. There is little evidence of transference by the Tokelau speakers from their knowledge of their native languages to the task of understanding English. This is seen as tentative support for the experiential approach currently followed in New Zealand infant rooms. There is however some indication that early help with English vocabulary may be useful. The significance of these results is considered in the light of information derived from three studies that were complementary to the main research. These studies covered such areas as the relation between home language use and the development of second language skills, factors contributing to communicative success, and the implications of the research for language testing. Some recommendations for the language education of young Tokelau children are offered.</p>

scholarly journals English language instructors’ beliefs about the role of L1 in English language development and formal instruction in Croatia: A survey

ExELL ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 95-121
Author(s):  
Mirna Erk
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Development ◽  
English Language ◽  
Belief Systems ◽  
English Language Development ◽  
Academic Degree ◽  
Formal Instruction ◽  
Acquisition Processes

Abstract Current understanding of second language acquisition processes is based on the position that second language learners rely and depend on their L1 as well as on all of their language-related experience. This paper presents results of a questionnaire study aimed to explore Croatian EFL instructors’ beliefs about the role of L1 in English language development and formal instruction. Data was further analysed in order to explore variables most likely to impact instructors’ belief systems (participants’ age and academic degree, students’ language level, learning setting). The findings point to a lack of professional consensus with regard to L1 use which is discussed and followed by practical implications.

scholarly journals The Arts, the Common Core, and English Language Development in the Primary Grades

2017 ◽  
Vol 119 (8) ◽  
pp. 1-38
Author(s):  
Christa Mulker Greenfader ◽  
Liane Brouillette
Keyword(s):  
Language Development ◽  
Oral Language ◽  
English Learners ◽  
English Language ◽  
Language Skills ◽  
Research Question ◽  
Development Program ◽  
English Language Development ◽  
Oral Language Skills ◽  
English Speaking

Background/Context Throughout schooling, English learners (ELs) perform well below their monolingual English-speaking peers on literacy assessments, and Hispanics make up the majority of EL students in the United States. There is a strong consensus about the importance of early English oral language skills for ELs’ literacy development, yet teachers are not adequately prepared to meet the needs of these young learners. Historically, policy has not provided incentives for educators to focus on oral language development in the classroom. However, the recently adopted Common Core State Standards (CCSS) emphasize oral language skills. Purpose/Objective This study examines a professional development program that equipped early elementary teachers in five urban schools with arts-based strategies to promote the oral English development of ELs. A second line of inquiry looked at the extent to which the creative drama and dance activities were aligned with CCSS. Participants There were 3,792 K–2 Hispanic ELs (treatment: N = 497; control: N = 3,295) from Title I schools in a large school district in California. Intervention The Teaching Artist Project (TAP) was a two-year K–2 arts and literacy professional development program consisting of 28 weekly 50-minute lessons (14 theater and 14 dance). The project provided classroom teachers with in-service training on utilizing movement, gesture, and expression to promote stimulating English verbal interactions. TAP was specifically intended to engage non-native English speakers in classroom dialogues, facilitating their oral English development. Research Design This study utilized a mixed methods design. To address the first research question, schools were randomly assigned to treatment and control groups. Multiple regressions were run on data from the California English Language Development Test (CELDT) to investigate the impact of the program on the English speaking abilities of K–2 Hispanic English learners. To address the second research question, document review was used to compare the K–2 CCSS speaking and listening standards and the TAP lesson plans. Findings The treatment group was found to significantly outperform the control group (β = 0.13; p < 0.05) on CELDT speaking scores. Additional review suggested that the performing arts activities corresponded well to the CCSS speaking and listening standards. Conclusions/Recommendations Creative drama and dance activities provide rich verbal classroom interactions, boost English oral language skills of ELs, and align with the CCSS. Yet concerns are raised about the lack of speaking assessments on tests created by the Smarter Balanced and PARCC consortiums and the potential subsequent distortion of K–2 instruction.

scholarly journals Language Development in Profoundly Deaf Children with Cochlear Implants

2000 ◽  
Vol 11 (2) ◽  
pp. 153-158 ◽  
Author(s):  
Mario A. Svirsky ◽  
Amy M. Robbins ◽  
Karen Iler Kirk ◽  
David B. Pisoni ◽  
Richard T. Miyamoto
Keyword(s):  
Language Development ◽  
Cochlear Implants ◽  
English Language ◽  
Language Skills ◽  
Single Case ◽  
Individual Variability ◽  
Deaf Children ◽  
Linguistic System ◽  
Before And After ◽  
English Language Skills

Although cochlear implants improve the ability of profoundly deaf children to understand speech, critics claim that the published literature does not document even a single case of a child who has developed a linguistic system based on input from an implant. Thus, it is of clinical and scientific importance to determine whether cochlear implants facilitate the development of English language skills. The English language skills of prelingually deaf children with cochlear implants were measured before and after implantation. We found that the rate of language development after implantation exceeded that expected from unimplanted deaf children (p < .001) and was similar to that of children with normal hearing. Despite a large amount of individual variability, the best performers in the implanted group seem to be developing an oral linguistic system based largely on auditory input obtained from a cochlear implant.

scholarly journals English Development as a Second Language in Relation with TV Exposure

2018 ◽  
Vol 5 (1) ◽  
pp. 19
Author(s):  
Ni Made Ayu Widiastuti ◽  
Anak Agung Sagung Shanti Sari Dewi ◽  
Sang Ayu Isnu Maharani
Keyword(s):  
Second Language ◽  
Language Development ◽  
English Language ◽  
English Language Development ◽  
Television Program ◽  
Viewing Time ◽  
Television Programs ◽  
Tv Viewing ◽  
Second Language Development ◽  
Young Learner

The aims of this study are to know the role of young learner’s parents in choosing good and educating television program for their child, and to describe the effects of TV exposure in their child’s English language development. A five-year-old young learner who lives in Denpasar was observed in 2017. The data were collected by giving a questionnaire to the young learner’s parents in order to get the description of the effects of the television programs to her language development. As it is a following research of the previous research on English vocabulary acquisition, the results of the observation of the young learner and the interview with her parents that have already been done are used to support the analysis of this small research. The collected data were analysed descriptively based on approaches from Barr, et.al. (2010), Christakis (2009), and March (2004) about English language acquisition and language development of young children. The results show that the young learner’s parents have the important role in choosing good and educating television program for her. It can be seen from the choices of cartoon movies as one of the television programs that is educating as well as entertaining for a child in her age, the intensive accompaniment when she was watching the movies, the limitation of television watching time, and also the parents’ assistance in order to help her understand the stories and vocabulary meanings. It is true that good content, context, and the amount of daily TV viewing time as well as parental assistance will be beneficial for the young learner’s second language development in informal learning situation. The effectiveness of watching cartoon movies has led her to gain the positive second language development in her bilingual condition, although English code-switching in Indonesian sentences sometimes occur. Keywords: SLA, English, language development, TV exposure, cartoon movies

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