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 3 publications

(1 citation statement)

References 32 publications

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“…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.

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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.

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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.

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Multimodal input in the foreign language classroom: the use of hand gesture to teach morphology in L2 Spanish

Feijoo,

Anglada

2024

Front. Commun.

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Many studies describe the benefits of morphological awareness in reading comprehension in both first and second languages. In turn, several studies demonstrate the positive impact of multimodal input while learning. In this study, we looked for a relationship between multimodal input, gesture in particular, and the development of morphological awareness in L2 Spanish. An experiment was carried out with 38 students of L2 Spanish, aged between 14 and 16, from a secondary school in the UK. The experiment consisted of a pretest and a posttest of morphological awareness mediating three sessions of training. During the training sessions, the participants were divided into 4 groups with different input modalities: audiovisual, audiovisual with text enhancement, audiovisual-gestural and control. Participants worked on a series of words with a morphemic component through the visualization of videos. The experiment provided significant results in terms of learning from pre- to post-test in one of the groups, the audiovisual-gestural group. Hence, we conclude that, in the short term, this type of training might have a positive impact on the development of morphological awareness.

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Communication Skills in Toddlers Exposed to Maternal SARS-CoV-2 during Pregnancy

Apa,

Tegmeyer,

D’Adamo

et al. 2024

Life

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Studies about the effects of SARS-CoV-2 on pregnant women and children born to positive women are controversial with regard to possible inner ear-related damage but most of them do not detect the involvement of this virus in auditory function. However, only a few studies on long-term effects on language development are currently available because of the recent onset of the pandemic. The aim of this study was to investigate the impact of SARS-CoV-2 infection on perceptual and expressive abilities and the emerging development of communication in young children. To this purpose, the MacArthur–Bates Communicative Development Inventory—Words and Gestures form (CDI-WG), was administered to parents. In total, 115 children whose mother was infected by SARS-CoV-2 during pregnancy were enrolled in the study and evaluated at the Audiology Service of the Modena University Hospital. All children underwent Otoacoustic Emissions (OAE) at birth: 114/115 had a “pass” result bilaterally, while 1 case had a unilateral “refer” result. Overall, 110/115 newborns (95.65%) underwent audiological evaluation between 10–18 months of age. In 5/110 patients (3.6%), the Pure Tone Average (PTA) result was equal to 35 dB; one case had a hearing threshold of around 50 dB due to a bilateral effusive otitis media. A notable finding was the percentage of children with tubal dysfunction in both evaluations, within 2 months of age and around 12 months of age. Most children revealed normal hearing. The CDI-WG was completed by 56/115 families. The rate of children below the fifth percentile was 8.9% for sentences understood, 12.5% for words understood, and 5.4% for words produced. Concerning CDI-Gestures, only 2 children (3.6%) were below the fifth percentile. A structured audiological follow-up in association with the evaluation of communication skills of children appears fundamental, particularly in the years of maximum neuroplasticity. Long-term studies are still necessary to evaluate the possible consequences of the pandemic.

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

Cited by 3 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

Multimodal input in the foreign language classroom: the use of hand gesture to teach morphology in L2 Spanish

Communication Skills in Toddlers Exposed to Maternal SARS-CoV-2 during Pregnancy

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