A Systematic Review of Language and Literacy Interventions in Children and Adolescents with English as an Additional Language (EAL)

Autor/inn/en	Oxley, Emily; de Cat, Cécile
Titel	A Systematic Review of Language and Literacy Interventions in Children and Adolescents with English as an Additional Language (EAL)
Quelle	In: Language Learning Journal, 49 (2021) 3, S.265-287 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oxley, Emily) ORCID (de Cat, Cécile)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1597146
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Intervention; Literacy Education; Instructional Effectiveness; Vocabulary Development; Databases; Oral Language; Research Reports; Teaching Methods; Pretests Posttests; Definitions; Foreign Countries; Scores; Elementary Secondary Education; United Kingdom + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtserfolg; Wortschatzarbeit; Datenbank; Oral interpretation; Mündlicher Sprachgebrauch; Research report; Forschungsbericht; Teaching method; Lehrmethode; Unterrichtsmethode; Begriffsbestimmung; Ausland; Großbritannien
Abstract	This systematic review presents a synthesis of evidence regarding the effectiveness of language and literacy interventions targeting children with EAL. It updates the systematic review by Murphy and Unthiah [2015. A systematic review of intervention research examining English language and literacy development in children with English as an additional language (EAL). http://www.naldic.org.uk/Resources/NALDIC/Research and Information/Documents/eal-systematic-review-prof-v-murphy.pdf.], using the same methodology. Four databases were searched resulting in 2217 records identified. After screening 25 interventions, found in 26 studies, were eligible for inclusion. The results provide collective evidence that explicit vocabulary instruction and targeted oral language practice yield language gains for EAL learners, with a tendency for larger intervention gains in learners with the lowest initial pre-test scores. Shared reading interventions show positive effects when combined with the pre-teaching of vocabulary, embedded definitions into the text, or post-reading reinforcement activities. The review also highlights the paucity of interventions in the UK and in particular, a lack of interventions for adolescents, especially those in upper secondary school (ages 14-18). (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01