English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language
English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language
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学习英语作为附加语言的儿童的英语语言能力和早期学校成绩
作者：
Katie Whiteside;Debbie Gooch;C. Norbury
学习英语作为附加语言（EAL）的孩子通常比只学习一种语言的同龄人学习成绩要低。在本研究中，教师在接收年（4-5岁）对782名EAL儿童和6485名单语儿童的英语语言能力和社会、情感和行为功能进行了评分。学业成绩在接收和二年级（6-7岁）进行评估。与英语水平相当的单语同龄人相比，EAL儿童在接待方面表现出较少的社交、情感和行为困难，在接待方面同样有可能达到课程目标，并且更有可能达到2年级的目标。EAL儿童的学业成就、社交、情感和行为功能与入学时的英语语言能力有关。
Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4–5). Academic attainment was assessed in reception and Year 2 (ages 6–7). Relative to monolingual peers with comparable English language proficiency, children with EAL displayed fewer social, emotional, and behavioral difficulties in reception, were equally likely to meet curriculum targets in reception, and were more likely to meet targets in Year 2. Academic attainment and social, emotional, and behavioral functioning in children with EAL are associated with English language proficiency at school entry.