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A case study of a small-group EAL intervention for Grade 5 students in an International Baccalaureate (IB) school in Vietnam
Pham, Mai Anh
Pham, Mai Anh
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Authors
Editors
Date
2023
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
Vietnam
Abstract
This paper aimed to examine the effectiveness of an English as an Additional Language (EAL) intervention for a small group of Grade 5 students. The intervention took place in an International Baccalaureate (IB) school in Ho Chi Minh City, focusing on developing the students' verbal expression and listening comprehension skills, while also building their social language and connections with peers. The study uses a mixed method case study approach, including unstructured, non-participant observations, an interview with the EAL teacher together with a survey sent to all the Grade 5 Homeroom teachers and TAs and students' assessment data to critically evaluate the effectiveness of the intervention. Results indicate that the EAL intervention had a positive impact on the students' language skills and social connections, as evidenced by improvements in their verbal expression, listening comprehension, social language and peer connections; as well as characteristics of a good EAL practice model suggested by Carder (2007) and the Prism model of Thomas and Collier (1997) reflected in the EAL intervention. The session also proved the principles of the Responsive Classroom approach by NEFC, where students' social and emotional development is of equal importance as their language and academic growth. The findings suggest that more helpful CPD activities and opportunities for students to enhance their communicative skills outside the classroom may offer promising approaches to improving EAL students' language proficiency and social integration.