Oral Language Intervention in Norwegian Schools Serving Young Language-Minority Learners: A Randomized Trial

Autor/inn/en	Heller, Mia C.; Lervåg, Arne; Grøver, Vibeke
Titel	Oral Language Intervention in Norwegian Schools Serving Young Language-Minority Learners: A Randomized Trial
Quelle	In: Reading Research Quarterly, 54 (2019) 4, S.531-552 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.248
Schlagwörter	Oral Language; Intervention; Norwegian; Language Minorities; Language Skills; Comparative Analysis; Expressive Language; Receptive Language; Foreign Countries; Second Language Instruction; Second Language Learning; Elementary School Teachers; Elementary School Students; Grade 1; Grade 2; Pretests Posttests; Norway + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Norwegisch; Sprachminderheit; Language skill; Sprachkompetenz; Rezeptive Kommunikationsfähigkeit; Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Norwegen
Abstract	In this randomized trial study, the authors examined the efficacy of a practitioner partnership language intervention addressing oral language learning (expressive and receptive) in young language-minority learners from multiple-language groups in Norway. Resource teachers in 16 elementary schools implemented the intervention in the first and second grades, delivering a total of 64 thirty-minute sessions over eight consecutive weeks. With a mean age of 6 years 3.34 months, 137 students were randomly allocated to an intervention group or a waiting-list control group, with the latter group receiving the intervention after posttest 1. Five assessments of oral language skills were conducted before the intervention, immediately following it, and four months later. The intervention group showed significant improvements in various oral language skills compared with the waiting-list control group. There were no significant differences between the groups at the four-month follow-up when the waiting-list control group received the intervention. The program was successful in enhancing oral language skills in young language-minority learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01