Using digital technology to support early years learning for pupils with English as an Additional Language
Lead Research Organisation:
University of Nottingham
Department Name: Sch of Psychology
Abstract
The primary questions addressed by the project:
Can digital technology support achievement in EAL learners?
An innovative child-centred, tablet-based, maths app with proven efficacy, developed by onebillion, provides the same curriculum-based content in 50 different languages, offering a unique opportunity to support EAL pupils in the early primary maths curriculum in their own first language (FL), without the need for costly specialised teaching support.
How can dual language app-based technology support primary school pupils with EAL?
This studentship will systematically investigate optimal methods of implementation of the onebillion app to support gains in maths and spoken English for EAL pupils. Instructional sequences and differential effects upon maths and English learning gains will be explored through assorted interleaved conditions of app presentation. The impact of size and intensity of skill units, and of combinations of presentation in FL or English upon maths learning and spoken English competencies will be measured.
How can implementation of the digitally based dual language technology form part of a culturally responsive technology?
The investigation will address questions of the pedagogical utility and of implementation from the perspective of educational staff, pupils, and their families, illuminating the following questions:
- Under what classroom conditions can digital dual language technology be optimally implemented?
- Can digital tools support assessment of curriculum and language competencies in EAL learners?
- How can dual language app-based learning support the bridging of school and home environments (e.g. by EAL pupils using the app at home with their parents)?
- Can digital technology support language-learning and engagement for newly-arrived parents?
Background
There are currently around 20% of EAL pupils in UK schools (DfE 2016). The proposed studentship will take place in a city with low SES, low attainment, and a high proportion of EAL learners (26.8%; NALDIC, 2013). The progress of EY EAL learners is of particular concern (Strand et al., 2015). Multiple studies across cultures have indicated that FL instruction supports EAL learning (Cummins, 2000; Murphy 2015; Demie & Lewis, 2017). The EAL learner is enabled to transfer both linguistic knowledge and cognitive gains from FL to English: Cummins' (1979) interdependence hypothesis. Although the case for dual language instruction is established in studies of EAL learning (Demie & Lewis, 2017) delivery in educational practice varies significantly. Schools may struggle to deliver dual language instruction, through poor access to FL teachers and resources or in ascertaining the FL competencies of EAL learners. The potential for dual language presentation within this app can support staff in both aspects. The app provides a unique opportunity to implement interleaved dual language instruction, an efficient and low-resource approach to EAL curriculum-based assessment, and educational provision.
Studies of EAL learners also indicate the significance of socio-cultural accommodations by schools in enhancing educational outcomes (Cummins 2000). Secondary research questions, noted above, therefore include exploration of the wider effects of the app, upon pedagogy and educational and social inclusion. Our previous research has shown that children enjoy working through the app, teachers value it as complementary to the curriculum, and can implement it easily into daily practice. We have evidence that the app is effective in supporting maths acquisition in children aged 4-6 years (Outhwaite et al., 2017).
Methodology and techniques to be employed
The research will take place in within low SES primary schools with a high proportion of EAL families. The researcher will work with EY and Year 1 class teachers to implement the app within their daily practice as an intervention.
Can digital technology support achievement in EAL learners?
An innovative child-centred, tablet-based, maths app with proven efficacy, developed by onebillion, provides the same curriculum-based content in 50 different languages, offering a unique opportunity to support EAL pupils in the early primary maths curriculum in their own first language (FL), without the need for costly specialised teaching support.
How can dual language app-based technology support primary school pupils with EAL?
This studentship will systematically investigate optimal methods of implementation of the onebillion app to support gains in maths and spoken English for EAL pupils. Instructional sequences and differential effects upon maths and English learning gains will be explored through assorted interleaved conditions of app presentation. The impact of size and intensity of skill units, and of combinations of presentation in FL or English upon maths learning and spoken English competencies will be measured.
How can implementation of the digitally based dual language technology form part of a culturally responsive technology?
The investigation will address questions of the pedagogical utility and of implementation from the perspective of educational staff, pupils, and their families, illuminating the following questions:
- Under what classroom conditions can digital dual language technology be optimally implemented?
- Can digital tools support assessment of curriculum and language competencies in EAL learners?
- How can dual language app-based learning support the bridging of school and home environments (e.g. by EAL pupils using the app at home with their parents)?
- Can digital technology support language-learning and engagement for newly-arrived parents?
Background
There are currently around 20% of EAL pupils in UK schools (DfE 2016). The proposed studentship will take place in a city with low SES, low attainment, and a high proportion of EAL learners (26.8%; NALDIC, 2013). The progress of EY EAL learners is of particular concern (Strand et al., 2015). Multiple studies across cultures have indicated that FL instruction supports EAL learning (Cummins, 2000; Murphy 2015; Demie & Lewis, 2017). The EAL learner is enabled to transfer both linguistic knowledge and cognitive gains from FL to English: Cummins' (1979) interdependence hypothesis. Although the case for dual language instruction is established in studies of EAL learning (Demie & Lewis, 2017) delivery in educational practice varies significantly. Schools may struggle to deliver dual language instruction, through poor access to FL teachers and resources or in ascertaining the FL competencies of EAL learners. The potential for dual language presentation within this app can support staff in both aspects. The app provides a unique opportunity to implement interleaved dual language instruction, an efficient and low-resource approach to EAL curriculum-based assessment, and educational provision.
Studies of EAL learners also indicate the significance of socio-cultural accommodations by schools in enhancing educational outcomes (Cummins 2000). Secondary research questions, noted above, therefore include exploration of the wider effects of the app, upon pedagogy and educational and social inclusion. Our previous research has shown that children enjoy working through the app, teachers value it as complementary to the curriculum, and can implement it easily into daily practice. We have evidence that the app is effective in supporting maths acquisition in children aged 4-6 years (Outhwaite et al., 2017).
Methodology and techniques to be employed
The research will take place in within low SES primary schools with a high proportion of EAL families. The researcher will work with EY and Year 1 class teachers to implement the app within their daily practice as an intervention.
