Does the use of learners’ first languages as a pedagogical tool result in improved English vocabulary acquisition for EAL learners in a linguistically diverse classroom?

Thesis

The use of learners’ first languages within teaching has been promoted as best practice in relation to multilingual learners, argued to improve educational outcomes in addition to broader social justice benefits. However, existing evidence is unclear as to the substantive outcomes of a pedagogical translanguaging approach, particularly in relation to EAL learners who are a heterogenous group within linguistically diverse classrooms. Therefore, the study aimed to investigate whether the use of learners’ first languages as a teaching tool results in improved English vocabulary acquisition. To achieve this, a quasi-experimental intervention study was conducted in a primary school, involving both EAL and non-EAL learners in years 3 and 4. Additionally, a survey, observation, and focus group were used to assess how learners and teachers respond to a multilingual teaching approach in a whole-class setting.

Whilst findings showed no significant advantage in English vocabulary learning resulting from the use of first languages as a teaching tool, descriptive analysis suggested that a multilingual teaching approach was beneficial for a sub-group of EAL learners who extensively engaged in peer L1 discourse. Furthermore, the inclusion of first languages was positively received, and findings suggest this may have improved intercultural awareness and positive identity development among learners. Significantly, the study demonstrates there are EAL learners with a strong desire to use their L1 socially within the classroom, which may be key to implementing and benefiting from a multilingual teaching approach in this context. Further, larger-scale research is needed to draw conclusions as to the academic outcomes of L1-mediated teaching, with consideration as to the role of peer interaction and broader effects on learner wellbeing.

Authors: Boskovic, G

• DOI: 10.5287/ora-yrvee1gmj
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: L1-mediated teaching; ALSLA2024; translation; ALSLA; identity; EAL learners; intercultural awareness; translanguaging; multilingual; vocabulary; pedagogical translanguaging
• Subjects: Intercultural communication in education; Applied linguistics; Second language acquisition; Multilingual education; English; Translanguaging (Linguistics); Group identity