{"id":578,"date":"2014-02-03T09:59:01","date_gmt":"2014-02-03T09:59:01","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/ilc\/?p=578"},"modified":"2014-02-03T09:59:01","modified_gmt":"2014-02-03T09:59:01","slug":"next-cllear-seminar-wednesday-5-february-500pm-victoria-murphy-university-of-oxford","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/ilc\/2014\/02\/03\/next-cllear-seminar-wednesday-5-february-500pm-victoria-murphy-university-of-oxford\/","title":{"rendered":"Next CLLEAR seminar Wednesday 5 February 5:00PM: Victoria Murphy University of Oxford"},"content":{"rendered":"<p>Please join us for the next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar\u00a0on <strong>Wednesday 5 February<\/strong> at 5:00 PM (Avenue Campus Lecture Theatre C).<\/p>\n<p>The invited speaker is <b>Dr. Victoria Murphy<\/b> from the<b> University of Oxford<\/b> . The topic of her talk is <i>\u2018<\/i><b><i>Multi-Word vocabulary and literacy development in children with English as an Additional Language\u2019 . <\/i><\/b><\/p>\n<p><i><b>Abstract:<\/b><\/i><\/p>\n<p>Children with English as an Additional Language (EAL) represent a growing proportion of the primary school population in the UK.\u00a0 While there is great diversity within the EAL population with respect to linguistic and academic outcomes, children with EAL tend to lag behind native-speaking peers across the primary curriculum.\u00a0 One of the candidate explanations for this achievement gap is under-developed literacy skills in EAL pupils as some researchers have demonstrated that students with EAL are as much as two years behind NS peers on measures of reading comprehension. One variable consistently identified as a powerful contributor to literacy development is vocabulary knowledge, and children with EAL have been identified to have lower scores on standardized vocabulary assessments relative to NS peers.\u00a0 Thus far, however, research has not adequately captured the complexity of vocabulary knowledge, predominantly focusing on measures of so-called \u2018breadth\u2019 through standardized assessments.\u00a0\u00a0 Vocabulary knowledge is complex and componential and a range of different vocabulary measures should ideally be used with children with EAL to more precisely identify the range and extent of their lexical knowledge, and how these different lexical features contribute to literacy skill.\u00a0 To that end, the research presented in this paper will focus on research examining more figurative vocabulary knowledge in primary school children with EAL, examining collocations (multiword phrases) and idioms in particular and the relative contribution this type of word knowledge makes to literacy development.\u00a0 This work will be discussed in the context of providing more adequate educational support for the growing number of minority language learners in British schools.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Please join us for the next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar\u00a0on Wednesday 5 February at 5:00 PM (Avenue Campus Lecture Theatre C). The invited speaker is Dr. Victoria Murphy from the University of Oxford . The topic of her talk is \u2018Multi-Word vocabulary and literacy development in children with English [&hellip;]<\/p>\n","protected":false},"author":72618,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[57],"tags":[],"class_list":["post-578","post","type-post","status-publish","format-standard","hentry","category-events"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p6Sp7t-9k","_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/posts\/578","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/users\/72618"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/comments?post=578"}],"version-history":[{"count":1,"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/posts\/578\/revisions"}],"predecessor-version":[{"id":579,"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/posts\/578\/revisions\/579"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/media?parent=578"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/categories?post=578"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/tags?post=578"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}