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Supporting Oral Language Development

支持口语发展

基本信息

批准号：
ES/T004118/1
负责人：
Sonali Nag
金额：
$ 236.16万
依托单位：
University of Oxford
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FT004118%2F1
关键词：
Supporting Oral Language Development

项目摘要

Children with a small vocabulary are at a disadvantage for all aspects of learning. Unless there is targeted support, children who start slow will continue to fall behind their language-rich peers. A powerful way to ensure all children are ready for learning, particularly in school, is to offer high quality oral language education early in a child's life. The power of early language intervention is supported by a large body of evidence showing a combined foundation of strong spoken language and listening comprehension cascading to reading and writing skills. However, little is known about the efficacy of oral language interventions in low- and middle-income countries where communities are often multilingual. We aim to address this gap in the literature through a mixed-methods study with children ages of 3-to-6 living in India and the Philippines. The study will examine oral language development under the particular complexities of multilingual urban poor settings. Research in these settings is of importance as there is reason to believe resources that spontaneously support children's language development may be under strain for the urban poor (e.g. reduced social networks, a new school language), making them a particularly vulnerable group for school failure.A co-developed projectThe proposed project was co-developed by multiple agencies. Government partners shared that a pressing systemic concern was the low literacy rates in primary schools. Community partners stressed the need for evidence on quality programs that will work in local schools and university partners echoed the need for a comprehensive program of research. We therefore propose to understand children's language development in-context and will test an intervention that could potentially better prepare children for primary school. The research sites will be Udupi district in India and Quezon City in the Philippines. Defining characteristics of these sites include the multiple languages around the child and a policy commitment to either mother-tongue or multilingual education. Hence, these contexts offer an opportunity to research a topic that is understudied in not just DAC countries but also internationally: children's oral language development and oral language intervention in a multilingual setting.Objectives and OutputsThe primary objective of this research is to provide descriptive and causal evidence on quality (in early childhood development and pre-primary education) and readiness (for primary education) through three studies that aim to a) map opportunities and barriers to oral language development, b) validate assessments to track children's developing oral language and c) examine a targeted intervention delivered by teachers one year before entry into primary school. We will map opportunities and barriers by following thirty children over one day to record their language experiences, examining language knowledge of their conversation partners, and conducting an ethnographic inquiry of classes they attend. We will finetune fifteen assessments by analyzing 3000 data points on each test and, in a study with 800 children, evaluate a language intervention designed with teachers that draws upon folk tales and local narratives.This inter-disciplinary project will provide an approach to reach the Sustainable Development Goal of effective learning outcomes for all children by focusing on the language bedrock of early childhood learning. Outputs include evidence briefs for policy makers and open access toolkits for educators. Multiple bodies of data for the research community will expand the evidence-base in these contexts. These include a word bank, an archive of child language, a rich description of talk in the classroom, performance data and outcomes data. Taken together, the proposed research could potentially act as a catalyst for informed early childhood education in India, the Philippines, and other DAC countries.

词汇量小的孩子在学习的各个方面都处于劣势。除非有针对性的支持，否则起步缓慢的孩子将继续落后于语言丰富的同龄人。确保所有儿童为学习做好准备（尤其是在学校）的一个有效方法是在儿童生命早期提供高质量的口语教育。大量证据支持早期语言干预的力量，这些证据表明强大的口语和听力理解与阅读和写作技能相结合。然而，人们对口语干预措施在低收入和中等收入国家的有效性知之甚少，因为这些国家的社区往往使用多种语言。我们的目标是通过对生活在印度和菲律宾 3 至 6 岁儿童的混合方法研究来弥补文献中的这一空白。该研究将考察多语言城市贫困环境的特殊复杂性下的口语发展。这些环境中的研究非常重要，因为有理由相信，自发支持儿童语言发展的资源可能对城市贫民来说面临压力（例如，社交网络减少、新的学校语言），使他们成为学业失败的特别脆弱群体。共同开发的项目拟议的项目是由多个机构共同开发的。政府合作伙伴一致认为，一个紧迫的系统性问题是小学识字率低。社区合作伙伴强调需要证据证明高质量项目能够在当地学校发挥作用，而大学合作伙伴也表示需要制定全面的研究计划。因此，我们建议了解儿童的语言发展背景，并将测试一种可能为儿童更好地进入小学做好准备的干预措施。研究地点将是印度的乌杜皮区和菲律宾的奎松市。这些网站的定义特征包括儿童周围的多种语言以及对母语或多语言教育的政策承诺。因此，这些背景提供了一个机会来研究不仅在发展援助委员会国家而且在国际上都没有得到充分研究的主题：儿童口语发展和多语言环境中的口语干预。目标和成果这项研究的主要目标是通过三项研究提供关于质量（幼儿发展和学前教育）和准备情况（初等教育）的描述性和因果证据，这些研究旨在：a）绘制口语发展的机会和障碍，b）验证跟踪儿童口语发展的评估；c) 检查教师在进入小学前一年提供的有针对性的干预措施。我们将在一天内跟踪 30 个孩子，记录他们的语言体验，检查他们对话伙伴的语言知识，并对他们参加的课程进行民族志调查，从而绘制机会和障碍。我们将通过分析每次测试的 3000 个数据点来微调 15 项评估，并在一项涉及 800 名儿童的研究中，评估由教师根据民间故事和当地叙事设计的语言干预措施。这个跨学科项目将提供一种方法，通过关注幼儿学习的语言基石，实现为所有儿童提供有效学习成果的可持续发展目标。产出包括为政策制定者提供的证据简介和为教育工作者提供的开放获取工具包。研究界的多个数据体将扩大这些背景下的证据基础。其中包括单词库、儿童语言档案、课堂谈话的丰富描述、表现数据和结果数据。总而言之，拟议的研究可能会成为印度、菲律宾和其他发展援助委员会国家的知情幼儿教育的催化剂。