The Young Interpreters Scheme: Linguistic features of peer-to peer input and educational experience of participation

青年口译员计划：同伴输入的语言特征和参与的教育体验

• 批准号: 2107824
• 金额: --
• 依托单位: University of Reading
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2107824
• 关键词: Young; Interpreters; Scheme; Linguistic; features

Findings from the January 2019 School Census report (DfE, 2019) state that 1 in 5 primary school children in England is a learner of English as an Additional Language (EAL). Classrooms are becoming multilingual environments and having a peer to translate and explain content and classroom activities can help a beginner learner of English gain some access to the school curriculum (Walqui, 2010). One school-based scheme that has capitalised on the role of peers as language and cultural brokers is the Young Interpreter Scheme (YIS) developed by Hampshire Ethnic Minority and Traveller Achievement Service (EMTAS). The scheme consists of training pupils to use their language skills to support informal and routine situations in school, and their cultural knowledge to facilitate the transition to school for peers who are new to English. Their role is to be an empathetic friend and act as mentors in everyday school activities. These include buddying up with new arrivals to demonstrate school routines; spending time with new arrivals during breaks and supporting new arrivals to become familiar with school activities. The scheme has now been adopted throughout the UK in more than 800 primary and secondary schools, but it has not yet been the subject of any systematic research investigation. This project will address the impact of the YIS on inter-related educational and linguistic levels. In this project we focus on aspects of the YIs language use; specifically, lexical diversity and syntactic complexity. We will investigate whether having to accommodate to the limited language skills of EAL learners effects the way in which the YIs adapt their choice of vocabulary and syntactic constructions to talk to their buddy over time. In addition to tracking development over time for the Young Interpreters we will compare them to a control group of children not enrolled in the scheme. In a parallel and complementary line of inquiry, evidence on Young Interpreters' metalinguistic and intercultural awareness, on teachers' and children's motivations for taking part in the YIS, and their views on the participation in the scheme, will inform the further development of the programme. Understanding the drivers for school participation in the scheme, the children's and teachers' experiences, and the effect of training and YIS membership on measures of the YIs linguistic and cultural competence is particularly important at a time when EAL learners account for a significant percentage of the school population.

2019年1月学校普查报告（DfE，2019）的调查结果表明，英格兰五分之一的小学生是英语作为附加语言（EAL）的学习者。教室正在成为多语言环境，有一个同伴翻译和解释内容和课堂活动可以帮助英语初学者获得一些学校课程（Walqui，2010）。汉普郡少数民族和旅行者成就服务中心（EMTAS）开发的青年口译员计划（YIS）是一个以学校为基础的计划，它利用了同龄人作为语言和文化经纪人的作用。该计划包括培训学生使用其语言技能，以支持学校的非正式和日常情况，以及他们的文化知识，以促进新英语的同龄人向学校的过渡。他们的角色是成为一个有同情心的朋友，并在日常学校活动中担任导师。这些措施包括与新来港定居人士交朋友，示范学校的日常活动;在课间休息时与新来港定居人士共度时光，以及支持新来港定居人士熟悉学校活动。该计划现已在全英国800多所中小学采用，但尚未成为任何系统研究调查的主题。该项目将探讨青年信息系统对相互关联的教育和语言水平的影响。在这个项目中，我们专注于彝族语言使用的各个方面，特别是词汇的多样性和句法的复杂性。我们将调查是否必须适应有限的语言技能的EAL学习者的影响的方式，YIs适应他们的词汇和句法结构的选择，随着时间的推移与他们的朋友交谈。除了跟踪青少年口译员的发展外，我们还将他们与未参加该计划的对照组儿童进行比较。在一个平行和互补的调查路线中，关于青年口译员的元语言和跨文化意识，教师和儿童参与YIS的动机以及他们对参与该计划的看法的证据将为该计划的进一步发展提供信息。了解学校参与该计划的驱动因素、儿童和教师的经验以及培训和YIS成员资格对YIS语言和文化能力衡量的影响，在EAL学习者占学校人口很大比例的时候尤为重要。