31 SES 12, Enhancing Educational Provision for Newly Arrived Migrant Children in Europe – The EDINA-project
It is a widespread practice to assess Newly Arrived Migrant pupilS (NAMS) with diagnostic tests, even though most tests have only been standardized for monolingual speakers. Sometimes tests are informally translated bilingual clinicians from L2 to L1, without being adapted to the targeted structures in the L1. According to the literature, the problem with these tests is that NAMS may then be erroneously be diagnosed as children with a language disorder even though their L1, L2 development and cultural background are not taken into account (e.g. Paradis, 2005; Paradis et al, 2013). Nowadays, most scholars recommend oral narratives to assess bilingual children (e.g. Uccelli & Páez, 2007). MAIN (Multilingual Assessment Instrument for Narratives, Gagarina et al. 2012) tests the narrative abilities of bilingual children in L1 and L2. According to the authors, MAIN is more appropriate than previous narrative elicitation materials, e.g. Test of Narrative Language (Gillam & Pearson, 2004) and Frog where are you? (Mayer, 1969) because it takes into account the cultural, linguistic and socio-economic backgrounds of bilinguals and includes options with comparable structure and complexity for eliciting narratives in a bilingual context. In order to investigate the vocabulary development of young NAMS, I recorded the MAIN narratives of 52 NAMS aged 4 to 6 (mean = 5;3 years) twice in their first year in the Netherlands within four months. Even though the pupils just started to learn the school language, most of them were willing to communicate and showed active use of communicative strategies such as ‘asking for assistance’ and ‘mime’. I compared the use of nine different strategies (adapted from Dörnyei & Scott, 1997 among others) to the amount of words and the complexity of the sentences that were elicited. The hypothesis is that the use of some strategies may be linked to more gain in L2 learning than others (Chamot, 2001). In this presentation, I present an inventory of these communication strategies and I link them to the receptive as well as productive language performances of the pupils. The goal is to discover the link between the use of metacognitive strategies and school language development in young multilingual pupils.
- Chamot, A. (2001). The role of learning strategies in second language acquisition. In: M.P. Breen ed. Learner contributions to language learning: New directions in research, 25-42. Harlow: Longman. - Dörnyei, Z. & Scott, M.L. (1997). Communication Strategies in a Second Language: Definitions and Taxonomies, Language Learning 47(1), 173–210 - Gagarina, N., Klop, D., Kunnari, S., Tantele, S., Välimaa, T., Balciuniene, I., Bohnacker, U. & Walters, J. (2012). MAIN: Multilingual Assessment Instrument for Narratives. © ZAS Papers in Linguistics, 56. - Gillam, R. B., & Pearson, N. A. (2004). Test of Narrative Language (TNL): PRO-ED - Mayer, M. (1969). Frog, Where Are You? New York: Dial Books. - Paradis, J. (2005). Grammatical Morphology in Children Learning English as a Second Language: Implications of Similarities With Specific Language Impairment, Language, speech and hearing services in schools, 36(3), 172–187. - Paradis, J., Schneider, P. & Sorenson Duncan, T. (2013). Discriminating Children With Language Impairment Among English-Language Learners From Diverse First-Language Backgrounds, Journal of Speech, Language, and Hearing Research, 56, 971–981. - Uccelli, P. & Páez, M.M. (2007). Narrative and Vocabulary Development of Bilingual Children From Kindergarten to First Grade: Developmental Changes and Associations Among English and Spanish Skills. Language, Speech and Hearing Services in School, 38(3), 225–236.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.