The Potential of iPad Apps to Support Vocabulary Development in Children Learning English as an Additional Language
Date
2022-09-22
Authors
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Publisher
Saudi Digital Library
Abstract
Young children from various cultural backgrounds are being encouraged to learn
English, as this is a widely used language in intercultural settings. Learning a new language
involves, in part, developing vocabulary. The aim of this qualitative case study was to
explore the role of an Apple iPad application in supporting English vocabulary building. The
participants were children aged from four to six years learning English as an Additional
Language and Dialect (EAL/D) and their educators in two Australian Early Childhood
Education Centres (ECECs). The study was conducted within a theoretical framework of
sociocultural learning inspired by Vygotsky’s sociocultural theory, which provides insight
into how children learn, particularly through play and interaction with others. Data were
collected through observation of small groups of EAL/D children engaged in shared reading
and vocabulary activities on an iPad app with an educator. Educators’ perspectives on the use
of apps in their curriculum and on their experience of using the selected app for this study
with the children were also studied.
The app used was Starfall, which was selected after an analytical process conducted
by the researcher prior to data collection, drawing on a range of literature. This included
research into how young children’s language and vocabulary development, in their first
language as well as additional languages, can be supported in early childhood education and
care settings through play-based learning, as well as research into the use of digital
technology in early childhood education, its potential impact on children’s development, and
research into the use of iPad apps in enhancing young children’s language learning and
vocabulary development. From this process, a short list of six apps was developed so that
educators in the study could select the one they felt was most relevant and engaging for the
children in their early childhood centre. Data were collected through children’s observations
and educator interviews and thematically analysed, using NVivo software. Findings revealed
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that the selected app provided opportunities for promoting the children’s English language
learning, including their vocabulary development.
During the iPad sessions in both centres, children were excited to engage in
conversations stimulated by the content of the app, both with one another and with the
educators. They were also keen to share their life experiences with their friends and
educators, which facilitated their English language development and vocabulary building.
Further, the findings suggest that the Starfall app’s interactive features supported children’s
active engagement and language development. However, in some cases, depending on
context, and on educators’ perspectives on app use and teaching strategies, data showed
missed opportunities for children’s engagement in rich language interactions.
Overall, the study showed that iPad apps have the potential to support the language
and vocabulary development of EAL/D children, and they can be used as a language-learning
strategy in early childhood classrooms. It also showed that early childhood educators can
benefit from learning more about how to utilise iPad apps as resources for language
development, as part of their play-based pedagogies. In doing so, they need to start by
evaluating the contents and features of apps, to select the apps that fit most closely with their
pedagogical aims and teaching strategies. By critically considering how specific apps can
enhance multimodal communication and vocabulary development and adopting pedagogical
strategies that facilitate children’s interactions and conversations while using the apps, early
childhood educators can utilise apps in classrooms that include young EAL/D learners.
Educators therefore need access to professional development and resources to support their
effective use of iPad and other apps in order to foster children’s multimodal communication
in multilingual classrooms.
Description
Keywords
iPad Apps, Vocabulary Development, Children, Learning English as an Additional Language