The Wrong Side of the Tracks: Starting School in a Socially Disadvantaged London Borough

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Autor/inn/en	Alsford, Elizabeth; Ralephata, Andrew; Bolderson, Sarah; Curtin, Martina; Parish, Esther; Klaber, Victoria; Griffin, Sue; Nash, Lisa; Cullen, Rachel; Musoke, Brenda; Bhalla, Sangheeta; Walker, Lindsay; Duffer, Luisa; O'Sullivan, Sylvia; Knowland, Victoria; Cozens, Suzanne; McLaren, Lindsey; Camilleri, Bernard; Halil, Suzan; Furze, Rachael; Leung, Wai; O'Gorman, Ciara; Carver, Verity; Young, Dorothy; Pring, Tim
Titel	The Wrong Side of the Tracks: Starting School in a Socially Disadvantaged London Borough
Quelle	In: Child Language Teaching and Therapy, 33 (2017) 2, S.145-156 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659016654954
Schlagwörter	Language Acquisition; English; Native Language; English (Second Language); Second Language Learning; Elementary School Students; Correlation; Language Tests; Scores; Disadvantaged Environment; Foreign Countries; Social Environment; Delayed Speech; Institutional Characteristics; Nonverbal Ability; Language Proficiency; School Readiness; Preschool Children; United Kingdom (London); Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Korrelation; Language test; Sprachtest; Ausland; Soziales Umfeld; Sprachverzögerung; Language skill; Language skills; Sprachkompetenz; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Substantial evidence exists that social circumstances can affect children's language development. As a result many children in socially deprived areas start school with delayed language, which may persist and adversely affect their attainment. We assessed the language of children in seven reception classes in a London (UK) borough and followed the progress of children with English as their first language (E1L) and with English as an additional language (EAL) during their first 2 years at school. Significant differences were found between schools. The effect of social factors on performance was reflected in a high correlation between the mean language score for each school and the percentage of children in the school receiving the pupil premium. Many of the children with EAL had very low scores reflecting their limited exposure to English prior to starting school. Most of these children attended schools where children with E1L also had low scores increasing the demands on the schools and their teachers. Children who had low initial scores made modest but significant progress during their reception year but failed to improve further during year 1 despite having non-verbal ability appropriate for their age. These results support previous findings that social deprivation can seriously delay language development, and that many children start school with weak communication skills. They add to previous findings by showing that the level of delay may differ substantially across schools in the same borough, by reporting data on children with EAL and by showing that children struggle to improve their abilities in the first 2 years of school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01