What difficulties do children learning English in addition to another language experience with English oral language? A systematic review.
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| Title: | What difficulties do children learning English in addition to another language experience with English oral language? A systematic review. |
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| Authors: | Lester, Nicola1 (AUTHOR), Twomey, Katherine E.1 (AUTHOR), Theakston, Anna1 (AUTHOR) anna.theakston@manchester.ac.uk |
| Source: | Language Learning Journal. Apr2025, Vol. 53 Issue 2, p264-285. 22p. |
| Subject Terms: | *Listening comprehension, *Language & languages, *Limited English-proficient students, Oral communication, English language |
| Abstract: | Within the majority of English-speaking settings, children learning English as an additional language (CLEAL) underperform academically relative to their monolingual, English-speaking peers. This systematic review (preregistration: ) identifies the elements of the English oral language where these children experience difficulty. We focused on research measuring an English oral language outcome for CLEAL between the ages of 3 and 7 and their age-matched, monolingual English-speaking peers. We searched PsycINFO, Web of Science, British Education Index and Linguistics and Language Behaviour Abstracts, for studies published between 2015 and 2024, written in English. Of the 2125 records identified, 20 were eligible for inclusion, with a low-to-moderate risk of bias. Overall, our target group performed significantly worse in tests of English receptive and expressive vocabulary, syntactic knowledge, listening comprehension, embedding, collocational knowledge and areas of narrative skill and phonological production. However, these children were comparable with their peers in other areas of narrative skill, lexical and pragmatic understanding, elements of morphological production and areas of phonological production and processing. Overall, while the picture is mixed, highlighting the need for further study of oral English in CLEAL, this review strengthens existing arguments for vocabulary and syntax acquisition as appropriate targets for intervention. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184297627 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: What difficulties do children learning English in addition to another language experience with English oral language? A systematic review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lester%2C+Nicola%22">Lester, Nicola</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Twomey%2C+Katherine+E%2E%22">Twomey, Katherine E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Theakston%2C+Anna%22">Theakston, Anna</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> anna.theakston@manchester.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Learning+Journal%22">Language Learning Journal</searchLink>. Apr2025, Vol. 53 Issue 2, p264-285. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Listening+comprehension%22">Listening comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Within the majority of English-speaking settings, children learning English as an additional language (CLEAL) underperform academically relative to their monolingual, English-speaking peers. This systematic review (preregistration: ) identifies the elements of the English oral language where these children experience difficulty. We focused on research measuring an English oral language outcome for CLEAL between the ages of 3 and 7 and their age-matched, monolingual English-speaking peers. We searched PsycINFO, Web of Science, British Education Index and Linguistics and Language Behaviour Abstracts, for studies published between 2015 and 2024, written in English. Of the 2125 records identified, 20 were eligible for inclusion, with a low-to-moderate risk of bias. Overall, our target group performed significantly worse in tests of English receptive and expressive vocabulary, syntactic knowledge, listening comprehension, embedding, collocational knowledge and areas of narrative skill and phonological production. However, these children were comparable with their peers in other areas of narrative skill, lexical and pragmatic understanding, elements of morphological production and areas of phonological production and processing. Overall, while the picture is mixed, highlighting the need for further study of oral English in CLEAL, this review strengthens existing arguments for vocabulary and syntax acquisition as appropriate targets for intervention. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184297627 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09571736.2024.2369291 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 264 Subjects: – SubjectFull: Listening comprehension Type: general – SubjectFull: Language & languages Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Oral communication Type: general – SubjectFull: English language Type: general Titles: – TitleFull: What difficulties do children learning English in addition to another language experience with English oral language? A systematic review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lester, Nicola – PersonEntity: Name: NameFull: Twomey, Katherine E. – PersonEntity: Name: NameFull: Theakston, Anna IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09571736 Numbering: – Type: volume Value: 53 – Type: issue Value: 2 Titles: – TitleFull: Language Learning Journal Type: main |
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