Evaluation of an explicit vocabulary teaching intervention for children learning English as an additional language in primary school

IF 0.8 4区医学 Q4 EDUCATION, SPECIAL

Child Language Teaching & Therapy Pub Date : 2020-05-20 DOI:10.1177/0265659020925875

C. Dixon, Jennifer M. Thomson, Silke Fricke

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引用次数: 6

Abstract

Many children learning English as an additional language (EAL) possess lower levels of English vocabulary knowledge relative to their non-EAL English-speaking peers. Longitudinal work suggests that this group discrepancy does not decrease markedly over time as a result of regular classroom teaching. Twelve EAL learners with English vocabulary weaknesses took part in a low-intensity, 10-week vocabulary intervention. Working one-to-one with speech and language therapy students, children took part in weekly activities designed to promote receptive and productive knowledge of 20 target words within the Tier-2 vocabulary category. When assessed on a bespoke word knowledge assessment, children made statistically significant gains between pretest and posttest in both receptive and productive knowledge of taught words, and maintained this knowledge six months later. Multi-component explicit vocabulary instruction offering opportunities for active engagement and discussion is thus presented as one potentially effective means of promoting the Tier-2 vocabulary knowledge of EAL learners in primary school in England.

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小学英语附加语儿童显性词汇教学干预的评价

许多学习英语作为附加语言（EAL）的孩子与非EAL英语的同龄人相比，英语词汇知识水平较低。纵向研究表明，由于常规的课堂教学，这种群体差异并没有随着时间的推移而显著减少。12名有英语词汇弱点的EAL学习者参加了为期10周的低强度词汇干预。通过与言语和语言治疗学生一对一的合作，孩子们参加了每周的活动，旨在促进二级词汇类别中20个目标单词的接受性和生产性知识。当在定制的单词知识评估中进行评估时，儿童在前测和后测之间对所教单词的接受性和生产性知识都取得了统计学上显著的进步，并在六个月后保持了这一知识。因此，提供积极参与和讨论机会的多成分显性词汇教学被认为是促进英国小学EAL学习者二级词汇知识的一种潜在有效手段。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child Language Teaching & Therapy Multiple-

CiteScore

2.00

自引率

0.00%

发文量

期刊介绍： Child Language Teaching and Therapy is an international peer reviewed journal which aims to be the leading inter-disciplinary journal in the field of children"s spoken and written language needs. The journal publishes original research and review articles of high practical relevance and which emphasise inter-disciplinary collaboration. Child Language Teaching and Therapy publishes regular special issues on specific subject areas and commissions keynote reviews of significant topics. The readership of the journal consists of academics and practitioners across the disciplines of education, speech and language therapy, psychology and linguistics.