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

教育可以预测未来的（心理）健康和经济生产力。英国五分之一的小学生正在学习英语作为附加语言（EAL），这迫使他们发展学术技能，同时掌握一门新语言。英国有300多种语言，为所有儿童提供包容性服务对政策制定者和教育工作者构成了挑战。一些EAL儿童由于接触英语不足而遇到学术挑战。因此，提高英语教学语言是发展识字能力和缩小单语者成绩差距的关键。为了提供适当的语言支持，需要确定在保持儿童母语的同时提高英语水平的最佳方法。三项培训研究将通过以下方面阐明最大限度地提高语言学习的方法：（1）在英语学习过程中两种语言输入的最佳平衡，以及母语是否能支持英语习得;（2）英语语法教学的最佳方法，这对双语者来说是一个挑战;（3）学习新语法结构所需的接触次数，而这与单声道的不同之处，强调关键的语言目标和实现这些目标的最有效方法将为教育政策提供信息，从而提高生活质量。为双语者。

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.