Julie Dockrell|Morag Stuart|Diane K. King
Supporting early oral language skills for English language learners in inner city preschool provision
background significant number children enter formal education england reduced levels proficiency oral language children come disadvantaged backgrounds english language learners ell risk limited oral language skills english impacts later educational achievement aims paper reports development theoretically motivated oral language intervention talking time designed meet needs preschool children poor language skills typical preschool provision sample one hundred fortytwo 4yearold children attending three inner city preschools disadvantaged area london england method quasiexperimental intervention study comparing children exposed talking time children exposed contrast intervention children receiving statutory early years curriculum measures taken targeted nontargeted language cognitive skills results data analysed ell intervention significant effect vocabulary oral comprehension sentence repetition narrative skills predicted effects skills targeted conclusions regular evidencebased oral language interactions make significant improvements childrens oral language need examine efficacy intensive interventions raise language skills allow learners access curriculum