Language acquisition in a post-pandemic context: the impact of measures against COVID-19 on early language development

Feijóo, Sara; Amadó, Anna; Caballero, Francesc Sidera; Aguilar‐Mediavilla, Eva; Serrat, Elisabet

doi:10.3389/fpsyg.2023.1205294

Cited by 5 publications

(1 citation statement)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Before online learning, he demonstrated a respectable English proficiency, as indicated by his B1 English level. Ping's difficulties in attaining speaking skills are consistent with results from prior research that emphasize the influence of remote learning on the development of language skills as noted in studies by Chadd et al (2021), Charney et al (2021), andFeijoo et al (2023). The limited opportunities for speech and language practices with peers and teachers contributed to this literacy decline.…”

Section: The Case Of Pingsupporting

confidence: 83%

Recovering multilingual children’s literacy loss through multimodal literacy practices in a pull-out program

Subiyantoro,

Hartono,

Fitriati

et al. 2024

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

The global COVID-19 pandemic has significantly impacted various aspects of human life, including hindering language and literacy skills development in multilingual students. This study aims to explore multimodal literacy practices among multilingual primary school students in an English pull-out program. Data sources encompassed students’ artifacts, photos, videos, field notes, and semi-structured interviews, collected from July to December 2021 following the Indonesian government’s reversal of its school closure policy. The research reveals that the pandemic has impeded language and literacy skills development, particularly in writing skills, as students heavily rely on screen typing with auto-correction assistance. Consequently, students' proficiency in constructing grammatically correct English phrases has diminished, impeding effective communication in English in the multilingual school community context. In response to this literacy issue, the joint cooperation school has implemented diverse multimodal literacy practices in its English pull-out program to mitigate language and literacy setbacks. Multimodal composition emerges as a potent tool for language learning, encompassing reading, writing, and speaking skills. Notably, multimodal composition facilitates multilingual children in connecting with their home language and cultures within the target language, aiding in the recovery of writing and pronunciation skills. This study contributes valuable insights for designing English pull-out programs tailored to multilingual students in joint-cooperation schools, addressing language and literacy delays induced by the pandemic.

show abstract

Section: The Case Of Pingsupporting

confidence: 83%

Recovering multilingual children’s literacy loss through multimodal literacy practices in a pull-out program

Subiyantoro,

Hartono,

Fitriati

et al. 2024

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

show abstract

Living the first years in a pandemic: children’s linguistic development and related factors in and out of the COVID-19 lockdowns

Cadime,

Santos,

Ribeiro

et al. 2024

J. Child Lang.

View full text Add to dashboard Cite

This retrospective study provides insights on linguistic development in exceptional circumstances assessing 378 children (between 2;6 and 3;6) who lived their first years during the COVID-19 pandemic and comparing it with normative data collected before this period (CDI-III-PT; Cadime et al., 2021). It investigates the extent to which linguistic development was modulated by a complex set of factors, including sex, maternal education, book reading, language-promoting practices, COVID-19 infection, parental stress and sleeping problems, considering three periods (during lockdowns, out of lockdowns and at present). The results show a substantial negative effect of the pandemic on both lexical and syntactic development. Considering individual variation, structural equation modelling unveiled a complex scenario in which age, sex, book reading, language-promoting practices, sleeping problems and COVID-19 infection showed a direct effect on linguistic development. Maternal education and parental stress had an indirect effect on children’s language, mediated by book reading and sleeping problems, respectively.

show abstract

Annual Research Review: How did COVID‐19 affect young children's language environment and language development? A scoping review

Zuniga‐Montanez,

Davies,

Ligoxygakis

et al. 2024

Child Psychology Psychiatry

View full text Add to dashboard Cite

A diverse body of research conducted since the start of Covid‐19 has investigated the impact of the pandemic on children's environments and their language development. This scoping review synthesises the peer‐reviewed research literature on this topic between 2020 and 2023. Following the Joanna Briggs Institute methodology and the PRISMA extension for scoping reviews, we searched five databases for studies that fulfilled the following inclusion criteria: studies with neurotypical (monolingual or multilingual) 0‐6‐year‐old children; studies focusing on any area of language development, including sources describing literacy or educational practices that impacted language development; studies focusing in the context of the COVID‐19 pandemic, with no restrictions of geographical location or language used by participants. Ninety‐four eligible studies were identified for review. The extracted data were synthesised using frequency tables and narrative descriptions. Eligible studies used a wide range of data collection periods, methods, research sites, sample ages, sizes, and roles to fulfil 15 broad aims. They show that children's language‐learning environments were significantly impacted, with variability over time and across the socioeconomic spectrum. Together they investigated diverse language domains, as well as several home, educational, and demographic factors that were hypothesised to impact children's language development. Of those studies that focused on language outcomes, most converge to suggest a decline in typical expectations of children's language development, including their social communication, vocabulary, morphosyntax, literacy, and language of schooling, as well as general communication skills, school readiness, and other areas of academic progress. Our synthesis suggests that children's language and environment were significantly impacted by COVID‐19. This scoping review will support families, researchers, practitioners, and policymakers working with pandemic‐era children to further understand the effects of the pandemic on children's development.

show abstract

Language acquisition in a post-pandemic context: the impact of measures against COVID-19 on early language development

Cited by 5 publications

References 32 publications

Recovering multilingual children’s literacy loss through multimodal literacy practices in a pull-out program

Recovering multilingual children’s literacy loss through multimodal literacy practices in a pull-out program

Living the first years in a pandemic: children’s linguistic development and related factors in and out of the COVID-19 lockdowns

Annual Research Review: How did COVID‐19 affect young children's language environment and language development? A scoping review

Contact Info

Product

Resources

About