Developing a language-specific approach to understanding early language acquisition in New to English children
Lead Research Organisation:
Queen Mary University of London
Department Name: School of Languages Linguistics and Film
Abstract
Recent research found that by the end of primary school, two thirds of children who start school with limited English do not reach the literacy levels needed to fully access the curriculum (Strand & Lindorff, 2020). The needs of this group are not captured by the broad characterisation of 'English as an Additional language' since progress on school attainments varies substantially for different heritage language groups (Hutchinson, 2018). There is a growing recognition that we need to provide early tailored support for new to English (NE) children, yet we lack a fine-grained understanding of their language development patterns - partly due to the limited research on children from linguistically diverse communities (Kidd & Garcia, 2022). The overarching aim of this project is to understand how unique linguistic factors interact to predict early language and literacy development in NE children. I will take a language-specific approach to understand how structural differences between NE children's heritage language (L1) and English (L2) impact on foundational language skills, namely phonology and early reading development. To ensure a representative and culturally appropriate approach, I will work with community researchers and collaborate with key stakeholders from the target communities. Drawing on methods that transcend disciplines: sociolinguistics, multilingualism, psychology and education, the aims of this project will be achieved through two strands:
Strand 1 is a longitudinal study of L1 and L2 phonological acquisition and early reading in 4-6-year-old Somali and Sylheti speaking NE children. Building on my previous research, I will create a detailed comparison of their L1 and L2 phonological structure (e.g., which sounds exists, how they combine in words). This will feed into a language-specific assessment battery that captures how the children's L1 and L2 phonological development is influenced by structural differences between their L1 and L2, and how these skills impact on the foundational stages of reading. This provides the crucial groundwork for identifying the language-specific needs of NE children.
Strand 2 is the co-development of tailored resources for NE children. Based on the findings from Strand 1, I will collaborate with educational partners and key stakeholders (families, primary school leads, local authority) to ensure we understand the current early education support for NE children. I will take a community-based participatory approach to co-create tailored resources and specialist teacher training to support NE children in Early Years classrooms. Once established, this support programme will be sufficiently flexible such that it can be readily adapted to new languages (i.e., kept up to date as migration patterns change). This approach captures the need for highly targeted and language-specific support within a flexible framework that can be adapted to multiple heritage languages.
This project will redefine our approach to child language development, to ensure an inclusive representation of heritage language communities in child language research. We know that early literacy development lays the foundation for later literacy abilities, as well as academic and societal success. To ensure equitable education, however, we first need to understand the advantages and needs that children from diverse multilingual backgrounds bring to school. The outcomes of this project will advance theories of multilingual early child language and literacy development, and create a much-needed framework for supporting NE children in the earliest stages of their educational journey.
Strand 1 is a longitudinal study of L1 and L2 phonological acquisition and early reading in 4-6-year-old Somali and Sylheti speaking NE children. Building on my previous research, I will create a detailed comparison of their L1 and L2 phonological structure (e.g., which sounds exists, how they combine in words). This will feed into a language-specific assessment battery that captures how the children's L1 and L2 phonological development is influenced by structural differences between their L1 and L2, and how these skills impact on the foundational stages of reading. This provides the crucial groundwork for identifying the language-specific needs of NE children.
Strand 2 is the co-development of tailored resources for NE children. Based on the findings from Strand 1, I will collaborate with educational partners and key stakeholders (families, primary school leads, local authority) to ensure we understand the current early education support for NE children. I will take a community-based participatory approach to co-create tailored resources and specialist teacher training to support NE children in Early Years classrooms. Once established, this support programme will be sufficiently flexible such that it can be readily adapted to new languages (i.e., kept up to date as migration patterns change). This approach captures the need for highly targeted and language-specific support within a flexible framework that can be adapted to multiple heritage languages.
This project will redefine our approach to child language development, to ensure an inclusive representation of heritage language communities in child language research. We know that early literacy development lays the foundation for later literacy abilities, as well as academic and societal success. To ensure equitable education, however, we first need to understand the advantages and needs that children from diverse multilingual backgrounds bring to school. The outcomes of this project will advance theories of multilingual early child language and literacy development, and create a much-needed framework for supporting NE children in the earliest stages of their educational journey.