Effect of a Performing Arts Program on the Oral Language Skills of Young English Learners

Although English oral language proficiency in the primary grades is critical to the literacy development of English learners (ELs), we know little about how to foster these skills. This study examined a yearlong K–2 drama and creative movement intervention. A randomized experimental design (N = 5,240) was used to address two research questions: (1) Did participating ELs perform better on oral language assessments than those who did not receive the intervention? (2) Was the impact of the program moderated by students' baseline English-language skills? Student speaking and listening skills were measured using the California English Language Development Test. The treatment group (N = 902) outperformed controls (N = 4,338) on speaking assessments. ELs with the most limited English speaking abilities at baseline benefited most from the program. 虽然在小学阶段中,英语口语水平对英语学习者的读写能力发展是至关重要的,但是我们却不大清楚如何培养这些技能。本研究考查一个为期一年的幼儿园至小学二年级戏剧和创意活动干预计划的效能。研究者使用随机实验设计(N=5,240)以解答两个问题:(1)在口语评估成绩表现方面,有参与研究干预计划的英语学习者是否会优胜于没有参与的?(2)干预计划的效能是否会受到学生的基线英语语言技能的影响?研究者使用了《加州英语语言发展测验》来测量学生的口语和听力技能。口语评估结果显示,实验组(N=902)的表现优于控制组(N=4,338)。基线英语口语技能最低的学生能从干预计划中获得最大的裨益。 Aunque la competencia oral del inglés en los primeros grados es importante al desarrollo del lenguaje de los aprendices del inglés (ELs por sus siglas en inglés), sabemos poco sobre cómo alentar dicha habilidad. Este estudio examinó una intervención de un año de estudiantes de K-2 de teatro y movimiento creativo. Se usó un diseño aleatorio experimental (N = 5,240) para abordar dos preguntas de investigación: (1) ¿Salieron mejor en las evaluaciones del lenguaje oral los ELs que participaron o los que no recibieron intervención? (2) ¿Fue moderado el impacto del programa por la habilidad básica del inglés de los estudiantes? Se midieron la destreza oral y la destreza de escuchar usando el California English Language Development Test. El grupo que recibió el tratamiento (N = 902) salió mucho mejor que el grupo de control (N = 4,338) en la evaluación oral. Los ELs con las habilidades más limitadas al empezar fueron los que más beneficio recibieron del programa. مع أن كفاءة اللغة الإنكليزية الشفهية في الصفوف الابتدائية حاسمة لتنمية القراءة والكتابة لدى متعلميها، فإننا لا نعرف إلا قليلاً حول طريقة ترسيخ هذه المهارات. وقد فحصت هذه الدراسة تدخلاً مدته عام في حركات إبداعية وتمثيلية من الروضة حتى الصف الثاني الابتدائي. وقد تم استخدام تصميم تجريبي عشوائي ليعالج سؤالي البحث: 1_ هل تفوق متعلمو الإنكليزية المشتركون في هذه الدراسة في تقييمات لغوية شفهية على الذين لم يتعرضوا للتدخل؟ 2_ هل توسط تأثير البرنامج بمهارات اللغة الإنكليزية الأساسية؟ إن مهارات المحادثة والاستماع لدى الطلاب انقاست باستخدام امتحان تنمية اللغة الأنكليزية التابع لولاية كاليفورنيا. إن المجموعة المعالجة (عددها = 902) تفوق أداء المجموعة الضابطة (عددها 4،338) في التقييمات الشفهية). وقد استفاد متعلمو الإنكليزية الذين هم الأضعف في المحادثات الأساسية أكثر من غيرهم في البرنامج. B нaчaльнoй шкoлe нaвыки ycтнoй peчи вecьмa cyщecтвeнны для paзвития гpaмoтнocти yчaщиxcя, oднaкo, кaк имeннo paзвивaть эти нaвыки, мы знaeм coвceм нeмнoгo. B paмкax дaннoгo иccлeдoвaния нa пpoтяжeнии oднoгo yчeбнoгo гoдa paccмaтpивaлacь пpoгpaммa вмeшaтeльcтвa для втopoклaccникoв, ocнoвaннaя нa тeaтpaлизaции и твopчecкoм движeнии. Paндoмизиpoвaнный экcпepимeнт (N = 5 240) был пpизвaн oтвeтить нa двa вoпpoca: (1) Улyчшaютcя ли нaвыки ycтнoй peчи y дeтeй, yчacтвyющиx в пpoгpaммe, пo cpaвнeнию c дeтьми из кoнтpoльнoй гpyппы? (2) Hacкoлькo кoнкpeтнoe вoздeйcтвиe пpoгpaммы мoжнo oтличить oт имeющиxcя языкoвыx нaвыкoв yчaщиxcя? Haвыки гoвopeния и cлyшaния шкoльникoв измepялиcь c пoмoщью Кaлифopнийcкoгo тecтa языкoвoгo paзвития. Учacтники пpoгpaммы (N = 902) пpeвзoшли кoнтpoльнyю гpyппy (N = 4 338) пpи oцeнивaнии нaвыкoв ycтнoй peчи, пpичeм yчaщиecя c caмыми oгpaничeнными peчeвыми cпocoбнocтями пoлyчили oт пpoгpaммы нaибoльшyю пoльзy. Quoique l'aisance en langue orale dans les premières années du primaire soit un facteur critique pour le développement de la littératie des apprenants anglophones (AA), on ne sait pas trop comment faire pour promouvoir ces compétences. Cette étude porte sur l'intervention d'un mouvement créatif de théâtre en deuxième année de jardin d'enfants. Nous avons effectué une recherche expérimentale avec plan aléatoire (N = 5,240) pour examiner deux questions de recherche : (1) Les participants AA réussissent-ils mieux dans les évaluations du langage oral que ceux qui n'ont pas été soumis à l'intervention ? (2) L'impact du programme varie-t-il en fonction des compétences de base des élèves en anglais ? 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