Oracy and the Educational Achievement of Pupils with English as an Additional Language: The Impact of Bringing ‘Talking Partners’ into Bradford Schools  

Oleh:

Kotler, Angie ; Wegerif, Rupert ; LeVoi, Martin

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingual Education and Bilingualism (Full Text) vol. 4 no. 6 (2001), page 403 — 419.
Fulltext: Vol. 4, No. 6, 403 — 419.pdf (248.85KB)

Isi artikel

The relativelypoor educational performance of some ethnicallydefinedgroups of children with English as an additional language (EAL) is a serious challenge for educators in the UK. In this paperwe describe a researchproject designed to explore the hypothesis that this caseof underperformance, like others, resultsfrom a mismatchbetweenthe registers learnt at home and those assumed in education. Themethod used was to offer extra support for those oral registers required for understanding in the classroom by providing trainedadult ‘talking partners’ for young bilingual pupils. Sixty four pupils, aged between five and eight years, were given this additional oral language support and their progress in language and learningwas then compared tothat of similarpupils in the same schools. The findings show that extra sessionswith adult talking partners made a real difference to their spoken English in an educational context and so to their engagement in education.

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