Evaluating approaches to EAL newcomer support: protocol for a systematic review.
Notice bibliographique
Résumé
Background There has been an influx of students in the United Kingdom, Australia, Canada, and Ireland who arrive in the country without adequate English skills to fully participate in school. Governments and schools utilised a variety of methods to cater to these newcomer students. Across the aforementioned countries, numerous different approaches to English as an Additional Language (EAL) provision. These can be best categorised as placing newcomers in the mainstream classes (mainstreaming model) or withdrawing them for separate, isolated provision (withdrawal model). Research is lacking on the relative effectiveness of these two different models of newcomer EAL provision. Objectives This systematic review seeks to uncover the nature and extent of research on newcomer EAL provision in the United Kingdom, Australia, Canada, and Ireland. It aims to provide commentary on the relative effectiveness of different approaches and to determine whether policies aimed at newcomers are supported by solid evidence. Methods This review uses a best-evidence, systematic review approach to answer the research questions. The search string identified 3,332 records. Using pre-defined inclusion and exclusion criteria the studies were screened for suitability. I evaluated the trustworthiness of each study based on study design and reporting practices. Results The review found 15 eligible studies, with six in each of Australia and the United Kingdom, two in Ireland and a solitary study conducted in Canada. Qualitative data was reported in each study, so a narrative synthesis was used. Researchers primarily conducted ethnographic studies to investigate how mainstreaming and withdrawal impacted newcomers and their emotional, social, and academic development. No records had a study design that was able to directly assess effectiveness of approaches, with comparisons between the two models non-existent. From observations and interviews with EAL stakeholders, researchers reported positive and negative aspects of both mainstreaming and withdrawal approaches. Mainstreaming was predominantly found to be exclusionary and academically unhelpful for newcomer students. Conversely, withdrawal approaches offered some tangible benefits for newly arrived students. Implications For researchers, this study shed a light on the lack of solid evidence which had empirically assessed the efficacy of approaches to newcomer EAL provision. Further research is desperately needed in this field as the current state of the field has resulted in nebulous, fragmentary, and inconsistent. With regards to policy, governments have not listened to the little evidence that does exist and instead have made policies in reaction to social movements that have little evidence to support them. The implications for policy makers and practitioners are therefore clear: re-evaluate current approaches to EAL provision and follow research suggestions as to the most effective model.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,156 | 0,185 |
| Méta-épidémiologie (sens strict) | 0,006 | 0,007 |
| Méta-épidémiologie (sens large) | 0,015 | 0,016 |
| Bibliométrie | 0,016 | 0,018 |
| Études des sciences et des technologies | 0,005 | 0,006 |
| Communication savante | 0,010 | 0,012 |
| Science ouverte | 0,006 | 0,007 |
| Intégrité de la recherche | 0,008 | 0,012 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,084 | 0,015 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».