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

该计划解决的主要问题是：数字技术能否支持EAL学习者的成就？这是一款创新的、以儿童为中心的、基于平板电脑的数学应用程序，已被证明有效，耗资10亿美元，以50种不同的语言提供相同的课程内容，为EAL学生提供独特的机会，以他们自己的母语（FL）学习早期小学数学课程，而无需昂贵的专业教学支持。双语应用科技如何支援小学英语学习者？这个学生项目将系统地研究这个价值10亿美元的应用程序的最佳实施方法，以支持EAL学生在数学和英语口语方面的进步。教学顺序和对数学和英语学习收益的不同影响将通过应用程序呈现的各种交错条件进行探讨。将测量技能单元的大小和强度，以及FL或英语表达组合对数学学习和英语口语能力的影响。基于数字的双语技术的实施如何成为文化响应技术的一部分？调查将从教育人员、学生及其家庭的角度探讨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，数字双语技术可以得到最佳实施？-数位工具能否协助评估EAL学习者的课程及语言能力？-基于双语应用程序的学习如何支持学校和家庭环境的桥梁（例如，EAL学生在家与父母一起使用应用程序）？数位科技是否能协助新晋父母学习语言？目前大约有20%的EAL学生在英国学校（2016年DfE）。拟议的学生将在一个社会地位低、成就低、EAL学习者比例高的城市进行（26.8%；NALDIC, 2013）。EY EAL学习者的进步尤其值得关注（Strand et al., 2015）。跨文化的多项研究表明，外语教学支持EAL学习（Cummins, 2000; Murphy 2015; Demie & Lewis, 2017）。英语学习者能够将语言知识和认知收益从外语转移到英语：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 & Lewis, 2017），但教育实践中的交付差异很大。学校可能很难提供双语教学，因为很难获得英语教师和资源，或者很难确定英语学习者的英语能力。该应用程序内的双语演示潜力可以在两个方面支持员工。该应用程序提供了一个独特的机会来实施交错的双语教学，一个高效和低资源的方法，以EAL课程为基础的评估和教育提供。对外语学习者的研究也表明学校的社会文化适应在提高教育成果方面的重要性（康明斯2000）。因此，如上所述，次要研究问题包括探索该应用程序对教学法、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学习，教师们认为它是对课程的补充，并且可以很容易地将其应用到日常实践中。我们有证据表明，该应用程序有效地支持4-6岁儿童的数学习得（Outhwaite et al., 2017）。采用的方法和技术研究将在社会经济地位较低的小学内进行，其中EAL家庭的比例很高。研究人员将与安永和一年级教师合作，在他们的日常实践中实施这款应用程序，作为一种干预手段。

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.