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Background: Oral language competence provides children with an essential foundation for academic achievement and emotional well-being, yet many children enter school with delayed language and those living in economically disadvantaged areas are at disproportionate risk of experiencing language difficulties. A tiered system, offering high-quality language teaching for all children in early years classrooms, is widely acknowledged as an appropriate means of supporting language learning need. An understanding of the current quality of language supporting practices in English early years settings is essential to inform teaching practice and professional development, but evidence is limited. Methods: This study employed the Communication Supporting Classroom Observation tool in 39 nursery classrooms in economically disadvantaged areas of England to identify strengths of practice and key areas for development. Results: Observations revealed well-equipped physical learning environments and responsive teaching practices, but few structured opportunities for language learning and development. Variation in quality was observed across the nursery session. Conclusions: Findings suggest a need for adaptive professional development programmes supporting the more consistent use of structured language learning opportunities, the enhanced use of interaction promoting strategies and the provision of more complex and contingent language models. Further investigation of language supporting practice at a fine-grained level is desirable. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Primary language delay remains one of the most prevalent developmental delays in early childhood, particularly in disadvantaged areas. Previous research has established language difficulties and social disadvantage being particular risk factors for adverse outcomes later in life. To help prevent low educational achievement and poorer outcomes, early treatment for any speech and language problems is vital. Early intervention and parental involvement in treatment has proven beneficial for pre-school children experiencing language development difficulties. In areas where there is social disadvantage, however, parents often do not engage with treatment. A local service project has evaluated a new, joint-working intervention, Enhanced Parent-Based Intervention (EPBI), which took place in Children’s Centres within areas of social disadvantage. This exploratory study compared the EPBI service with the existing standard parent-based intervention (PBI) and examined the effects on attendance, engagement with treatment and language outcomes for children. When the EPBI service was offered in the disadvantaged areas, take-up and attendance rates increased from 35% to 100% and from 50% to 80% respectively. Children made gains with their language development, and this progress was comparable with language gains made by children from standard PBI groups in areas without social disadvantage. The results of the service evaluation indicated that when parents engage with the intervention, EPBI resulted in positive outcomes for socially disadvantaged children, which could benefit society in the long-term with potential cost savings. Limitations and future developments are discussed. [ABSTRACT FROM AUTHOR]

Research indicates that a significant number of children enter primary school with insufficient vocabulary knowledge. This study investigates whether a small group daily word learning programme delivered by the class teacher can improve word learning in young children.Eighteen children, aged five to six years, with English as an additional language or poor language development, attending three schools in an area of social deprivation, participated in the study. Class teachers implemented a principled approach for teaching and learning vocabulary that included the development of word-learning strategies. Vocabulary knowledge was assessed pre- and post-intervention using a non-standardized, study-specific measure that compared taught and untaught vocabulary. Receptive vocabulary was also measured using standardized assessment. Pupil and teacher questionnaires were presented before and after the intervention. There were significant changes in children’s knowledge of both taught and untaught words, with more change in knowledge of taught words. Some children also showed significant change on standardized measurement of vocabulary. Class teachers reported changes in their practice and some children reported using a wider range of strategies to learn words. [ABSTRACT FROM PUBLISHER]

Assessing adolescent language skills poses significant challenges due to the subtle nature of language proficiency at this age, along with the high linguistic demands both academically and socially. As with young children, the current range of language assessments designed specifically for adolescents mostly includes standardized tests. This article explores how interviews can contribute to the assessment of adolescents' language and communication skills. Two case studies of adolescents with previously undetected language difficulties are presented. The case studies show how the adolescents were able to reflect upon their language skills in an interview situation. Case studies also compare adolescents' comments with the outcomes of standardized assessments. The interview allowed consideration of adolescent's perceptions of strengths and difficulties, and identified possible barriers for these adolescents to both language intervention and education. Relationships between assessment and interview data are discussed and implications for assessment procedures are highlighted. [ABSTRACT FROM AUTHOR]