Heila Jordaan
Semantic processing skills of Grade 1 English language learners in two educational contexts
paper reports part first phase longitudinal project investigating development academic language english language teaching learning lolt foundation phase learners two different educational contexts first context learners english additional language eal learners taught eal teachers second context eal english first language l1 learners taught l1 teachers integrated classes three groups grade 1 learners assessed semantic subtests diagnostic evaluation language variation criterion referenced edition evaluate psycholinguistic processing skills underlying lexical acquisition organization vocabulary learning central development academic language literacy statistically significant differences three groups measures eal learners first context significantly lower scores eal l1 learners second context eal learners second context significantly lower scores l1 peers preschool exposure english gender significant effects except subtest assessing fast mapping novel verbs results provide information reasonably expected eal learners grade 1 suggest language skills addressed support learners implications language education practices eal learners different educational contexts keywords educational contexts english additional language learners vocabulary acquisition