Using digital technology to support early years learning for pupils with English as an Additional Language

使用数字技术支持以英语为附加语言的学生的早期学习

• 批准号: 2113475
• 金额: --
• 依托单位: University of Nottingham
• 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-2113475
• 关键词: Using; digital; technology; support; early

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?BackgroundThere 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 employedThe 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.

该项目解决的主要问题：数字技术能否支持EAL学习者的成就？一款创新的、以儿童为中心的、基于平板电脑的、经过验证的数学应用程序，由1billion开发，以50种不同的语言提供相同的基于英语的内容，为EAL学生提供了一个独特的机会，在小学早期数学课程中使用他们自己的第一语言（FL）提供支持，而不需要昂贵的专业教学支持。该奖学金将系统地研究实施10亿应用程序的最佳方法，以支持EAL学生在数学和英语口语方面的进步。教学序列和差异影响数学和英语学习收益将通过应用程序演示的各种交错条件进行探讨。技能单元的大小和强度的影响，以及在数学学习和英语口语能力的FL或英语演示的组合将被测量。如何实现基于数字的双语技术的文化响应技术的一部分？调查将从教育工作者、学生及其家庭的角度解决教学效用和实施问题，阐明以下问题：-在什么样的课堂条件下可以最佳地实施数字双语技术？-数字化工具能否支持EAL学习者的课程和语言能力评估？双语应用程序学习如何支持学校和家庭环境的桥梁（例如，EAL学生在家里与父母一起使用应用程序）？数字技术能支持新来的父母的语言学习和参与吗？背景目前英国学校中约有20%的EAL学生（DfE 2016）。拟议的助学金将在一个城市低SES，低成就，EAL学习者的比例高（26.8%; NALDIC，2013）。EY EAL学习者的进步尤其令人关注（Strand等人，2015年）。跨文化的多项研究表明，外语教学支持EAL学习（康明斯，2000;墨菲2015; Demie &刘易斯，2017）。EAL学习者能够将语言知识和认知收益从外语迁移到英语：康明斯（1979）的相互依存假设。虽然双语教学的案例是在EAL学习的研究中建立的（Demie &刘易斯，2017），但在教育实践中的交付差异很大。学校可能难以提供双语教学，因为难以获得外语教师和资源，或者无法确定EAL学习者的外语能力。该应用程序中的双语演示的潜力可以在这两个方面支持工作人员。该应用程序提供了一个独特的机会，实施交错的双语教学，一个有效的和低资源的方法，EAL基于评估和教育providing.Studies的EAL学习者还表明，社会文化的住宿，学校在提高教育成果的重要性（康明斯2000）。因此，上文提到的次要研究问题包括探索应用程序对教学法以及教育和社会包容的更广泛影响。我们之前的研究表明，孩子们喜欢通过应用程序工作，教师将其视为课程的补充，并且可以轻松地将其应用到日常实践中。我们有证据表明，该应用程序在支持4-6岁儿童的数学习得方面是有效的（Outhwaite等人，2017).方法和技术将employedThe研究将发生在低SES小学EAL家庭比例高。研究人员将与安永和一年级教师合作，在日常实践中实施该应用程序作为干预措施。