The Potential of iPad Apps to Support Vocabulary Development in Children Learning English as an Additional Language

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 vi 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.