Investigating best methods for training new language structures in children learning English as an Additional Language

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Education predicts future (mental) health, and economic productivity. One in five primary school children in the UK is learning English as an Additional Language (EAL), which compels them to develop academic skills and simultaneously acquire a new language. With more than 300 languages spoken in the UK, delivering inclusive services for all children poses a challenge for policy makers and education staff. Some EAL children experience academic challenges due to insufficient exposure to English. Improving English, the language of instruction, is therefore key to developing literacy, and bridging attainment gaps with monolinguals.To provide appropriate language support, one needs to identify the best approaches to improving English while maintaining children's home language. Three training studies will elucidate methods maximising language learning by examining:(1) the optimal balance of input in two languages during English language learning, and whether home language can support English acquisition;(2) the best way to teach English grammar, a challenge for bilinguals;(3) the number of exposures necessary to learn new grammatical constructions, and whether this differs for mono- and bilinguals.Highlighting key language targets and the most efficient ways of achieving them will inform education policies that will lead to better life quality for bilinguals.