Literacy development of English language learners: The outcomes of an intervention programme in grade R
This study aims to contribute to the knowledge base on the status and development of emergent literacy skills of learners receiving formal education in their second or additional language. The focus is on young English language learners (ELLs), i.e. learners whose home language is not English but...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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AOSIS
2010-12-01
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| Series: | South African Journal of Communication Disorders |
| Subjects: | |
| Online Access: | https://sajcd.org.za/index.php/sajcd/article/view/50 |
| _version_ | 1818320676388339712 |
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| author | Anna-Mari Olivier Christine Anthonissen Frenette Southwood |
| author_facet | Anna-Mari Olivier Christine Anthonissen Frenette Southwood |
| author_sort | Anna-Mari Olivier |
| collection | DOAJ |
| description | This study aims to contribute to the knowledge base on the status and development of emergent literacy skills of learners receiving formal education in their second or additional language. The focus is on young English language learners (ELLs), i.e. learners whose home language is not English but who have English as their language of teaching and learning. This article reports on a study that investigated ELLs’ emergent literacy skills prior to entering grade 1 and then evaluated the effectiveness of an evidence-based stimulation programme on early literacy skills in the South African context. Using a quasi-experimental design, ELLs’ emergent literacy skills were assessed with an adapted version of 8 of the subtests of the Emergent Literacy Assessment battery (Willenberg, 2004) and were compared to those of English first language (L1) and of ELL control groups, both before and after the 8-week purpose-designed programme. While learners showed significant improvement on 6 of the 8 subtests, the programme did not significantly improve ELLs’ skills in comparison to those of the control groups. Possible independent variables contributing to the dearth of intervention effect include socio-economic status, learners’ L1, and teacher- and classroom-specific characteristics, all of which were considered in this study. Clinical implications for speech-language therapists with regard to assessment, intervention, service delivery and outcome measures are highlighted. |
| first_indexed | 2024-12-13T10:28:48Z |
| format | Article |
| id | doaj.art-0e9f3150327d482b9b4b5f2eaabfdc81 |
| institution | Directory Open Access Journal |
| issn | 0379-8046 2225-4765 |
| language | English |
| last_indexed | 2024-12-13T10:28:48Z |
| publishDate | 2010-12-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Communication Disorders |
| spelling | doaj.art-0e9f3150327d482b9b4b5f2eaabfdc812022-12-21T23:50:56ZengAOSISSouth African Journal of Communication Disorders0379-80462225-47652010-12-0157110.4102/sajcd.v57i1.5050Literacy development of English language learners: The outcomes of an intervention programme in grade RAnna-Mari Olivier0Christine Anthonissen1Frenette Southwood2Department of General Linguistics, Stellenbosch UniversityDepartment of General Linguistics, Stellenbosch UniversityDepartment of General Linguistics, Stellenbosch UniversityThis study aims to contribute to the knowledge base on the status and development of emergent literacy skills of learners receiving formal education in their second or additional language. The focus is on young English language learners (ELLs), i.e. learners whose home language is not English but who have English as their language of teaching and learning. This article reports on a study that investigated ELLs’ emergent literacy skills prior to entering grade 1 and then evaluated the effectiveness of an evidence-based stimulation programme on early literacy skills in the South African context. Using a quasi-experimental design, ELLs’ emergent literacy skills were assessed with an adapted version of 8 of the subtests of the Emergent Literacy Assessment battery (Willenberg, 2004) and were compared to those of English first language (L1) and of ELL control groups, both before and after the 8-week purpose-designed programme. While learners showed significant improvement on 6 of the 8 subtests, the programme did not significantly improve ELLs’ skills in comparison to those of the control groups. Possible independent variables contributing to the dearth of intervention effect include socio-economic status, learners’ L1, and teacher- and classroom-specific characteristics, all of which were considered in this study. Clinical implications for speech-language therapists with regard to assessment, intervention, service delivery and outcome measures are highlighted.https://sajcd.org.za/index.php/sajcd/article/view/50emergent literacy, English language learners, language stimulation programme, preschoolers, second-language learners |
| spellingShingle | Anna-Mari Olivier Christine Anthonissen Frenette Southwood Literacy development of English language learners: The outcomes of an intervention programme in grade R South African Journal of Communication Disorders emergent literacy, English language learners, language stimulation programme, preschoolers, second-language learners |
| title | Literacy development of English language learners: The outcomes of an intervention programme in grade R |
| title_full | Literacy development of English language learners: The outcomes of an intervention programme in grade R |
| title_fullStr | Literacy development of English language learners: The outcomes of an intervention programme in grade R |
| title_full_unstemmed | Literacy development of English language learners: The outcomes of an intervention programme in grade R |
| title_short | Literacy development of English language learners: The outcomes of an intervention programme in grade R |
| title_sort | literacy development of english language learners the outcomes of an intervention programme in grade r |
| topic | emergent literacy, English language learners, language stimulation programme, preschoolers, second-language learners |
| url | https://sajcd.org.za/index.php/sajcd/article/view/50 |
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