Supporting early oral language skills for English language learners in inner city preschool provision.
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| Title: | Supporting early oral language skills for English language learners in inner city preschool provision. |
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| Authors: | Dockrell, Julie E. (AUTHOR), Stuart, Morag (AUTHOR), King, Diane (AUTHOR) |
| Source: | British Journal of Educational Psychology. Dec2010, Vol. 80 Issue 4, p497-515. 19p. |
| Subjects: | Oral communication, English language education in preschools, Preschool education, Urban schools, Educational intervention, Educational psychology, Academic achievement, Oral communication ability testing, Communicative competence |
| Geographic Terms: | England |
| Abstract: | Background. A significant number of children now enter formal education in England with reduced levels of proficiency in oral language. Children who come from disadvantaged backgrounds and who are English language learners (ELL) are at risk of limited oral language skills in English which impacts on later educational achievement. Aims. This paper reports the development of a theoretically motivated oral language intervention, Talking Time, designed to meet the needs of preschool children with poor language skills in typical preschool provision. Sample. One hundred and forty-two 4-year-old children attending three inner city preschools in a disadvantaged area of London, England. Method. This is a quasi-experimental intervention study comparing children exposed to Talking Time with children exposed to a contrast intervention and children receiving the statutory early years curriculum. Measures were taken of both targeted and non-targeted language and cognitive skills. Results. Data were analysed for the ELL. The intervention had a significant effect on vocabulary, oral comprehension, and sentence repetition but not narrative skills. As predicted, there were no effects on the skills which were not targeted. Conclusions. Regular evidence-based oral language interactions can make significant improvements in children's oral language. There is a need to examine the efficacy of more intensive interventions to raise language skills to allow learners to access the curriculum. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell 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: | Psychology and Behavioral Sciences Collection |
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