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.
Highlights
In recent years a number of countries have reported increases in the proportions of school pupils possessing linguistic proficiency in a minority societal language (OECD, 2010)
As English as an additional language’ (EAL) learners are educated alongside their non-EAL English-speaking peers, there is an expectation that English will be acquired solely through engagement with the curriculum and interaction with peers (Costley, 2014)
EAL learners consistently underperform relative to non-EAL children on national assessments of reading and writing (Strand et al, 2015), suggesting that more could be done to cater towards the educational needs of these pupils
Summary
In recent years a number of countries have reported increases in the proportions of school pupils possessing linguistic proficiency in a minority societal language (OECD, 2010). Despite the binary nature of the EAL label, these children possess varying levels of English language proficiency at school entry, ranging from fully fluent to new to English. As EAL learners are educated alongside their non-EAL English-speaking peers, there is an expectation that English will be acquired solely through engagement with the curriculum and interaction with peers (Costley, 2014). EAL learners consistently underperform relative to non-EAL children on national assessments of reading and writing (Strand et al, 2015), suggesting that more could be done to cater towards the educational needs of these pupils For the target word capital, for example: ‘I’m going to the capital to . . .’ (e.g. see a landmark typical of a capital such as Big Ben)
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