Development of a vocabulary screener for young children speaking multiple languages 

by Dr Claudine Bowyer-Crane, Dept of Education, University of York

The number of children in UK primary schools learning English as an additional language is growing. A consistent achievement gap is found in national assessments of language and literacy between children learning EAL and their monolingual peers at the early stages of schooling. Support for these pupils is vital.  However, in order to provide the right support it is important to identify those children who have a language impairment from those who may simply need more exposure to English. This paper will highlight some of the issues around the assessment children learning English as an Additional Language with a particular focus on vocabulary. Drawing on recent research, the paper will discuss the importance of assessing children in both their first and second languages and the challenge this poses for practitioners.  The paper will demonstrate a newly developed task for assessing receptive vocabulary in a child’s home language which is designed to be used by practitioners and researchers working with children learning EAL.