Many children learning English as an additional language (EAL) possess lower levels of English vocabulary knowledge relative to their non-EAL English-speaking peers. Longitudinal work suggests that this group discrepancy does not decrease markedly over time as a result of regular classroom teaching. Twelve EAL learners with English vocabulary weaknesses took part in a low-intensity, 10-week vocabulary intervention. Working one-to-one with speech and language therapy students, children took part in weekly activities designed to promote receptive and productive knowledge of 20 target words within the Tier-2 vocabulary category. When assessed on a bespoke word knowledge assessment, children made statistically significant gains between pretest and posttest in both receptive and productive knowledge of taught words, and maintained this knowledge six months later. Multi-component explicit vocabulary instruction offering opportunities for active engagement and discussion is thus presented as one potentially effective means of promoting the Tier-2 vocabulary knowledge of EAL learners in primary school in England.

中文翻译：

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对小学英语作为附加语言的儿童的显性词汇教学干预的评估

许多学习英语作为附加语言 (EAL) 的孩子相对于非 EAL 说英语的同龄人而言，他们的英语词汇知识水平较低。纵向研究表明，由于常规课堂教学，这种群体差异不会随着时间的推移而显着减少。12 名英语词汇薄弱的 EAL 学习者参加了为期 10 周的低强度词汇干预。孩子们与言语和语言治疗学生一对一合作，参加每周活动，旨在促进对 20 级词汇类别中的 20 个目标词的接受性和生产性知识。当在定制的单词知识评估中进行评估时，孩子们在前测和后测之间在接受和生产性知识方面取得了统计学上的显着进步，并在六个月后保持了这些知识。因此，提供积极参与和讨论机会的多成分显式词汇教学被认为是促进英格兰小学 EAL 学习者的 Tier-2 词汇知识的一种潜在有效手段。