Language Made Fun: Supporting EAL students in primary education

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Acquisition of English language skills is vital for the successful integration of children into Education and for educational attainment. Newcomer children who are not proficient in the language of instruction, may be left vulnerable to exclusion in the classroom and long term educational failure (McEachron 1998, Paradis 2005). Targeted linguistic support can increase access to education by prioritizing the development of core linguistic skills such as vocabulary and grammar. ‘Language Made Fun’, is a joint Ulster University-Barnardos’ initiative that was developed to investigate English vocabulary and grammar development in a group of newcomer children from various language backgrounds. To address the needs of these children, we developed an individually tailored language intervention programme to facilitate English language development as part of a wider Barnardo’s family support programme for newcomer pupils and their families. Trained undergraduate student volunteers from both linguistics and Speech and Language Therapy delivered the interventions for the children. We used formal and informal assessment tools to measure language progress. Main positive outcomes included improvements in receptive vocabulary, morphology, receptive and expressive syntax including an increase in sentence length and complexity. These findings indicate the potential value of an intervention programme such as 'Language made fun', which could be implemented more widely in educational contexts to help support newcomer pupils and their families and teachers.
LanguageEnglish
Title of host publicationTeanga
Subtitle of host publicationSpecial Edition: Multilingualism in the Early Years
Pages113-125
Volume10
EditionSpecial Issue
Publication statusPublished - 6 Mar 2019
EventResearch into Early Years Language Learning : Multilingualism in the Early Years - Dublin Institute of Technology , Dublin , Ireland
Duration: 18 May 201719 May 2017
https://www.dit.ie/reyll/

Publication series

NameSpecial edition 10 Multilingualism in the Early Years
PublisherTEANGA
Volume10
ISSN (Print)2565-6325

Conference

ConferenceResearch into Early Years Language Learning
Abbreviated titleREYLL
CountryIreland
CityDublin
Period18/05/1719/05/17
Internet address

Fingerprint

primary education
language
vocabulary
student
linguistics
English language
grammar
pupil
language of instruction
syntax
education
exclusion
classroom
teacher
Group

Keywords

  • Early years

Cite this

Kane , F., Kennedy, L., Sevdali, C., Raffaella, F., & Rhys, C. (2019). Language Made Fun: Supporting EAL students in primary education. In Teanga: Special Edition: Multilingualism in the Early Years (Special Issue ed., Vol. 10, pp. 113-125). (Special edition 10 Multilingualism in the Early Years; Vol. 10).
Kane , Frances ; Kennedy, Lynda ; Sevdali, Christina ; Raffaella, Folli ; Rhys, Catrin. / Language Made Fun: Supporting EAL students in primary education. Teanga: Special Edition: Multilingualism in the Early Years. Vol. 10 Special Issue. ed. 2019. pp. 113-125 (Special edition 10 Multilingualism in the Early Years).
@inproceedings{fd21e1b0cd584359938cb404964d8544,
title = "Language Made Fun: Supporting EAL students in primary education",
abstract = "Acquisition of English language skills is vital for the successful integration of children into Education and for educational attainment. Newcomer children who are not proficient in the language of instruction, may be left vulnerable to exclusion in the classroom and long term educational failure (McEachron 1998, Paradis 2005). Targeted linguistic support can increase access to education by prioritizing the development of core linguistic skills such as vocabulary and grammar. ‘Language Made Fun’, is a joint Ulster University-Barnardos’ initiative that was developed to investigate English vocabulary and grammar development in a group of newcomer children from various language backgrounds. To address the needs of these children, we developed an individually tailored language intervention programme to facilitate English language development as part of a wider Barnardo’s family support programme for newcomer pupils and their families. Trained undergraduate student volunteers from both linguistics and Speech and Language Therapy delivered the interventions for the children. We used formal and informal assessment tools to measure language progress. Main positive outcomes included improvements in receptive vocabulary, morphology, receptive and expressive syntax including an increase in sentence length and complexity. These findings indicate the potential value of an intervention programme such as 'Language made fun', which could be implemented more widely in educational contexts to help support newcomer pupils and their families and teachers.",
keywords = "Early years",
author = "Frances Kane and Lynda Kennedy and Christina Sevdali and Folli Raffaella and Catrin Rhys",
year = "2019",
month = "3",
day = "6",
language = "English",
volume = "10",
series = "Special edition 10 Multilingualism in the Early Years",
publisher = "TEANGA",
pages = "113--125",
booktitle = "Teanga",
edition = "Special Issue",

}

Kane , F, Kennedy, L, Sevdali, C, Raffaella, F & Rhys, C 2019, Language Made Fun: Supporting EAL students in primary education. in Teanga: Special Edition: Multilingualism in the Early Years. Special Issue edn, vol. 10, Special edition 10 Multilingualism in the Early Years, vol. 10, pp. 113-125, Research into Early Years Language Learning , Dublin , Ireland, 18/05/17.

Language Made Fun: Supporting EAL students in primary education. / Kane , Frances; Kennedy, Lynda; Sevdali, Christina; Raffaella, Folli; Rhys, Catrin.

Teanga: Special Edition: Multilingualism in the Early Years. Vol. 10 Special Issue. ed. 2019. p. 113-125 (Special edition 10 Multilingualism in the Early Years; Vol. 10).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - Language Made Fun: Supporting EAL students in primary education

AU - Kane , Frances

AU - Kennedy, Lynda

AU - Sevdali, Christina

AU - Raffaella, Folli

AU - Rhys, Catrin

PY - 2019/3/6

Y1 - 2019/3/6

N2 - Acquisition of English language skills is vital for the successful integration of children into Education and for educational attainment. Newcomer children who are not proficient in the language of instruction, may be left vulnerable to exclusion in the classroom and long term educational failure (McEachron 1998, Paradis 2005). Targeted linguistic support can increase access to education by prioritizing the development of core linguistic skills such as vocabulary and grammar. ‘Language Made Fun’, is a joint Ulster University-Barnardos’ initiative that was developed to investigate English vocabulary and grammar development in a group of newcomer children from various language backgrounds. To address the needs of these children, we developed an individually tailored language intervention programme to facilitate English language development as part of a wider Barnardo’s family support programme for newcomer pupils and their families. Trained undergraduate student volunteers from both linguistics and Speech and Language Therapy delivered the interventions for the children. We used formal and informal assessment tools to measure language progress. Main positive outcomes included improvements in receptive vocabulary, morphology, receptive and expressive syntax including an increase in sentence length and complexity. These findings indicate the potential value of an intervention programme such as 'Language made fun', which could be implemented more widely in educational contexts to help support newcomer pupils and their families and teachers.

AB - Acquisition of English language skills is vital for the successful integration of children into Education and for educational attainment. Newcomer children who are not proficient in the language of instruction, may be left vulnerable to exclusion in the classroom and long term educational failure (McEachron 1998, Paradis 2005). Targeted linguistic support can increase access to education by prioritizing the development of core linguistic skills such as vocabulary and grammar. ‘Language Made Fun’, is a joint Ulster University-Barnardos’ initiative that was developed to investigate English vocabulary and grammar development in a group of newcomer children from various language backgrounds. To address the needs of these children, we developed an individually tailored language intervention programme to facilitate English language development as part of a wider Barnardo’s family support programme for newcomer pupils and their families. Trained undergraduate student volunteers from both linguistics and Speech and Language Therapy delivered the interventions for the children. We used formal and informal assessment tools to measure language progress. Main positive outcomes included improvements in receptive vocabulary, morphology, receptive and expressive syntax including an increase in sentence length and complexity. These findings indicate the potential value of an intervention programme such as 'Language made fun', which could be implemented more widely in educational contexts to help support newcomer pupils and their families and teachers.

KW - Early years

UR - https://journal.iraal.ie/

M3 - Conference contribution

VL - 10

T3 - Special edition 10 Multilingualism in the Early Years

SP - 113

EP - 125

BT - Teanga

ER -

Kane F, Kennedy L, Sevdali C, Raffaella F, Rhys C. Language Made Fun: Supporting EAL students in primary education. In Teanga: Special Edition: Multilingualism in the Early Years. Special Issue ed. Vol. 10. 2019. p. 113-125. (Special edition 10 Multilingualism in the Early Years).