Learning difficulties or learning English difficulties? Additional language acquisition: An update for paediatricians

  title={Learning difficulties or learning English difficulties? Additional language acquisition: An update for paediatricians},
  author={Vanessa Clifford and Anthea L Rhodes and Georgia A. Paxton},
  journal={Journal of Paediatrics and Child Health},
Australia is a diverse society: 26% of the population were born overseas, a further 20% have at least one parent born overseas and 19% speak a language other than English at home. Paediatricians are frequently involved in the assessment and management of non‐English‐speaking‐background children with developmental delay, disability or learning issues. Despite the diversity of our patient population, information on how children learn additional or later languages is remarkably absent in… 
Academic outcomes of multilingual children in Australia
All children need to be supported during the early years of school to reach their full educational potential, and multilingual children who begin school with proficient receptive English vocabulary skills, or who acquire proficiency early in schooling, are indistinguishable from their monolingual peers in literacy and numeracy outcomes by 10–11 years.
Understanding Samir: educational difficulties of a high school student from refugee background
ABSTRACT Students from refugee background enter Australian schools to pursue their educational goal. Though most do well academically, a few encounter educational difficulties and struggle to acquire
Cognitive assessment of refugee children: Effects of trauma and new language acquisition
There is a major need for longitudinal research on refugee children’s learning and academic performance and on interventions that will close the academic gap, thereby enabling refugee children to reach their educational potential.
English as an additional language: Professional development needs of early childhood practitioners in historically disadvantaged contexts
There is an urgent need to develop support structures to assist historically disadvantaged ECD practitioners in facilitating the acquisition of EAL and the results of the study can serve as a starting point for planning workshops.
Variables associated with Grade R English Additional Language acquisition in multilingual rural Mpumalanga schools
In a previous study Moodley, Kritzinger and Vinck (2014) found that formal English Additional Language (EAL) instruction contributed significantly better to listening and speaking skills in Grade R
Auditory skills and listening comprehension in English second language learners in Grade 1
Background: Studies indicate that difficulties English second language (ESL) learners experience in the classroom may not be attributed to only listening comprehension of the language of learning and
Impact of professional interpreters on outcomes for hospitalized children from migrant and refugee families with limited English proficiency: a systematic review.
There is evidence that use of ad hoc interpreters or no interpreter is inferior to use of professional interpreters of any mode, and mode of delivery may not be as important as the fact that a professional interpreter is being used.
The Effect of Baby Sign on Early Language Development for "At-Risk" Populations
The purpose of this case study was to examine the effect of exposure to symbolic gestures or “Baby Sign” on the development of joint attention, receptive and expressive language of children from low
Experiences of Finnish teachers working with immigrant students
Compared with many European countries, Finland has a shorter history of immigration. During the last 20 years, Finland has become a more multicultural society. Together with rising levels of
Indonesian Language Learning Difficulties: A Linguistic Perspective
Learning Indonesian language at Al-Syifa Boarding School by Indonesian Students who have been lived and studied abroad, (Indonesian Back Home Students) IBHSs, is a crucial problem. The purpose of


How Long Does It Take English Learners to Attain Proficiency
One of the most commonly asked questions about the education of language minority students is how long they need special services, such as English-as-a-Second-Language (ESL) and bilingual education.
Age on Arrival and Immigrant Second Language Learning in Canada: A Reassessment1
The popular notion that younger children are better second language (L2) learners than older children, or as expressed by Penfield and Roberts (1959), that there is an optimal prepubertal age for L2
Age and Rate of Acquisition of Second Language for Academic Purposes.
The study reported in this article analyzed the length of time required for 1,548 advantaged limited English proficient (LEP) students to become proficient in English for academic purposes while
Acquiring a Second Language for School.
Given the misinformation that persists about second language acquisition among both educators and the public, this short publication is written to guide the reader through the substantial research knowledge base that has developed over the past 25 years.
Psychological assessment of immigrant children: Logic or intuition?
Abstract Current assumptions regarding psychological assessment of immigrant and minority language children are examined in this paper. It is argued that immigrant children tend to acquire fluent
Concept Development through Content Instruction in the Mother Tongue of NESB Secondary Students with Little or Inadequate Previous Formal Education.
This paper describes a limited bilingual approach developed for Vietnamese immigrants whose formal schooling had been interrupted due to extended periods in refugee camps, and its implementation in
Accelerated Schooling for English Language Learners.
Imagine that you are a student living in the Alaskan tundra, where even in the summertime a fall into the river can mean quick death. In your classroom, equipped with computers and video technology,
Teaching Refugee Learners with Interrupted Education in Science: Vocabulary, literacy and pedagogy
With the globalisation of education, large numbers of students with interrupted schooling and low English literacy levels represent both a quantitative and qualitative shift in the kinds of students
The Effect of Age on Acquisition of a Second Language for School.
Virginia P. Collier reviews a number of studies that point to an advantage which children in middle childhood appear to have over younger children and adolescents in formally acquiring a second language.
This paper focuses on issues of access to productive literacy learning as part of socially just schooling for recently arrived refugee youth within Australia. It argues that a sole reliance on