Impact of Language Barrier on Children's Confidence, Behavior, and Grades

This action research focuses on the impact of language barriers on children's confidence, behavior, and grades in primary education. It aims to understand the challenges faced by children due to language differences and the strategies to overcome them. The research includes a literature review, intervention strategies, data collection methods, and analysis of collected data. The findings will provide insights into the importance of addressing language barriers in primary education.

Action Research

Table of Contents
Topic - "How language barrier effect on children confidence, behaviour or grade”.......................1
1a. Purpose of action research.....................................................................................................1
1b. Key features of action research process.................................................................................1
1c. Implications of a model of action research............................................................................1
2a. An area of practice for action research..................................................................................2
2b. A clear intervention strategy..................................................................................................2
2c. Justification of choice and timescales of an intervention strategy.........................................3
2d. The ways ethical and political considerations including issues of confidentiality will be
observed in practice.....................................................................................................................3
2e. Implementation of a clear intervention strategy....................................................................3
3a. Methods for action research...................................................................................................4
3b. Methods of gathering qualitative and quantitative data.........................................................4
3c. Review on ways in which collected information can be analysed.........................................4
4a. Literature relating to area of practice for action research......................................................5
4b. Justification on choice of methods for action research..........................................................6
4c. Data related to an area of practice for action research...........................................................6
4d. Analysis on collected data from action research...................................................................6
4e. Present data collected from action research...........................................................................7
4f. Conclusions on the basis of findings from action research....................................................7
5a. Report on findings and conclusions from action research.....................................................7
5b. Justification on recommendations for action on obtaining conclusions from action research
.....................................................................................................................................................7
6a. Analysis on effectiveness of practice to action research.......................................................7
6b. Strengths and areas for improvement to action research.......................................................7
6c. Opportunities to improve own skills in action research.........................................................7
REFERENCES................................................................................................................................8

Topic - "How language barrier effect on children confidence, behaviour or
grade”
1a. Purpose of action research
As good communication is considered as most vital for successful learning, therefore,
differences in languages among children create barriers in terms of building confidence, attentive
behaviour and achievement of grades during academic life (Dawna Duff and Bruce Tomblin,
2018). Communication barriers due to difference in languages, makes children unable to
understand the surrounding environment, sharing their ideas and interact with others. It also
arises problems in front of a child to develop a sense of self as well as feeling of belongingness
with other group or community. Therefore, purpose of present action research is to recognise
impact of comprehension language barriers on development of self-confidence and behaviour of
children, during first three to four years of academic.
1b. Key features of action research process
Differences in communication styles or language difference create obstacles in front of
children in developing their learning abilities and skills to interact with others. So, features of
present research includes study on finding how linguistic difference raise problems for children
in developing sense, learning or attentive behaviour and confidence to make interactions (Curtis
and et. al., 2019). Another key features include involvement of teachers in early childhood
education with greatest potential for fostering language acquisition in children. Along with this,
importance of good command of common language i.e. English as a more powerful tool for
people to make effective and successful interactions will also be analysed.
1c. Implications of a model of action research
In order to arrive at the satisfactory conclusion with respect to present action research’
efficacy and credibility, with high level of practical relevance, Kurt Lewin’s Model will be used
(Rhoad‐Drogalis and et. al., 2018). This model emphasis on four main modes of research as -
Plan, Act, Observe and Reflect, to address complete investigation problems and meet purpose of
the study.
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Figure 1: Kurt Lewin’s Model for action research
2a. An area of practice for action research
As ability to comprehend and acquire language refers as a human birth right, i.e. a unique
adaptation in individuals’ survival kit. Therefore, to analyse the way barriers in languages affect
behaviour of children and development of self-confidence in them, Primary education centre
will be chosen as main area of practice for present action research (Stephany Elsworth, 2017).
This area is chosen because of its relevance where language is considered as foundation for
developing the learning environment, especially for the children during their first to four years in
schools.
2b. A clear intervention strategy
As to accomplish present research objectives there are some certain form of strategies
being outlined that include, collaborative learning, effective feedback, homework and peer
tutoring. Along with the implementation of these strategies regular monitoring of these are
included in order to review the gains in progresses in order to effectively assure ultimate
improved educational outcomes (Abun and et. al., 2019). Along with this involvement of parents
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or guardians, role-play, story and visual methods are also included in strategies in order to have
proper concentration of children's. Lastly, proper observance and evaluation of pupil's learning
are also included in strategies of present research objectives in order to interact with each and
every child on effective basis.
2c. Justification of choice and timescales of an intervention strategy
According to the evaluation it has been determined that intervention strategies like
collaborative learning, effective feedback, homework and peer tutoring along with involvement
of parents or guardians, role-play, story and visual methods proves to be essential through which
communication among children's can be effectively build (Martins and et. al., 2019). As with the
help of collaborative learning pupils can learn while observing others. While involvement of
parents ensures learning environment in both home and school. All these strategies will be
achieved in the time period of 3-4 months, these will help in fulfilment underlined goals in
desired manner.
2d. The ways ethical and political considerations including issues of confidentiality will be
observed in practice
Present research will be conducted while considering all the essential ethical as well as
political aspects. For instance, data collection activities will undertake place by effectively
acknowledging that by doing data collection does not expose children towards any psychological
and physical risks. In addition to this, parents’ constraints will also be undertaken by assuring
research outcomes in the best interest of children (Mullarkey and Hevner, 2019). While if it is
talked about political consideration issues confidentiality will assured in present research in
terms of child protection and Child Protection Rapid Assessment (CPRA).
2e. Implementation of a clear intervention strategy
In order to conduct present research in effective manner effective implementation of
strategy “involvement of parents or guardians, role-play, story and visual methods” will
undertake place on timely manner as to assure efficient end outcomes. In order to maximise
communication of child of the age group of 3 to 4-year consent of guardians will take place
priorly. After that different methods like visual methods, role-play will be executed as to fulfil
desired objective of research (Kalenda, Hyna and Rossi, 2018). Along with this, proper
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assurance of guidelines and ethical considerations will be adhered as to assure successful
outcomes.
3a. Methods for action research
For addressing issues that are practical in nature, i.e. without common or understandable
language, children cannot easily engage within their surrounding environment, therefore, any
difference in language arise barriers in development of self-confidence and social behaviour, so
do research on it, first proper aim and objectives will be framed (Coghlan, 2019) . After then to
explore relevant information and address the identified problem, both qualitative and quantitative
research methods will be applied. Further, primary and secondary will be collected from
different-different sources and analysed specifically to reach on desired outcomes and extract
conclusion from the same, for further recommendations. In this regard, methods for conducting
the present action research based on "How language barrier effect on children confidence,
behaviour or grade”, will be framed by choosing following path statistically-
Figure 2: Statistical Path to conduct action research
3b. Methods of gathering qualitative and quantitative data
Qualitative data is defined as data that consist of characteristics and approximates. It is
recorded and observed by researcher and does not consist of any numerical form of information.
Different methods of collecting qualitative data includes direct communication with individuals,
focus groups, action research and individual interviews (Chevalier and Buckles, 2019).
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Quantitative data is a data type where value is ensured in counts or numbers. It consists of a
unique numerical value that is associated to each data set and further describes the numeric
variables. It is a systematic empirical investigation of a phenomenon by use of mathematical,
statistical or computational techniques. Methods of collecting qualitative data includes
experiments, polls, telephonic interviews, face to face interviews, polls, longitudinal studies,
surveys based on questionnaires, mobile, paper etc. Therefore, to collect qualitative data on
present topic, some articles and journals reports will be summarised in literature part (Dawna
Duff and Bruce Tomblin, 2018). While primary data will be collected by involving participations
of educators of primary schools, to include their perceptions on how language barrier influencing
children behaviour and their performances.
3c. Review on ways in which collected information can be analysed
Analysis of data is known as one of the most important aspect of research as this help
researcher in reduce unnecessary data that support in draw better findings. Mainly this process
support in reduce huge amount of data in small segments that makes sense and support in draw
better conclusion and support process of decision making (Curtis and et. al., 2019). Various
approaches and facets of data analysis are there that could be use by researcher for this. To carry
out data analysis of qualitative data, thematic analysis could be use by researcher while to carry
out data analysis of quantitative data, graphical presentation is use by investigator. Various
statistical tools are also there that support the process of data analysis. This process is very
effective as this support in extract effective data from huge amount of information that support
decision making process (Rhoad‐Drogalis and et. al., 2018). Use of right tool for carry out data
analysis is very essential as this directly affect the final decision and findings of the project.
4a. Literature relating to area of practice for action research
To collect relevant secondary data on chosen topic for action research, number of sources
can be searched from PubMed, EBSCO, and ProQuest. On these websites, “impact of language
barriers on children performance”, has utilised as main key term to search articles and journals.
However, initially, using this key term as main theme of action research, near about 521 articles
have been obtained initially (Stephany Elsworth, 2017). Therefore, using Boolean Algebra as
“AND”, “OR” to break down or filter the options, at finally two journals have been found,
among them six articles are chosen for gather literature as shown in Table (1).
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4b. Justification on choice of methods for action research
For making report on chosen method i.e. "How language barrier effect on children
confidence, behaviour or grade”, both primary and secondary research methods are utilised to
collect quantitative and qualitative data. Through reviewing journals and articles, relevant
secondary information will be collected on large basis, so that main objectives can be addressed
properly (Abun and et. al., 2019). While primary methods help in reducing research gap that may
arise due to risk of accurate information on chosen topic.
4c. Data related to an area of practice for action research
Despite years of primary schooling, various language minority students essentially end up
illiterate. Basic literacy as well as numeracy skills that refers to a key for building a quality
education, but lack of understanding other languages, children faces struggle to express feelings
and share ideas with others. This leads to increase emotional stress with adverse impact on
children’s ability to learn (Education and immigration: Language barriers and how to deal with
them, 2017). Through an entire childhood that worth of schooling, if children after completion of
first to four years still feel unable to read and make interaction, then it highly impacts on
development of self-confidence and attentive/social behaviour among them. In context with UK,
this nation prides itself for being a multicultural and diverse country (Martins and et. al., 2019).
But integration of those children in its school system who have come from other nations, pose
challenges especially due to language barriers. It prevents children from understanding and
involving in learning environment, that highly effects on their grades. Pupils having different
mother tongue, with little or no English are high on risks of facing difficulties in understanding
about their surroundings.
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Illustration 1: Language, culture barriers slow learning for some students
Source: https://greensboro.com/news/education/language-culture-barriers-slow-learning-
for-some-students/article_06a0c284-4dab-11e5-8df0-6fbf9d066a4b.html
According to the evaluation of given sources, it has been determined that language barrier
acts as a building block for children critical thinking, decision-making and problem solving.
Underdeveloped communication also affects overall development of pupil's (Language
development and literacy, 2020). Thus, it is important to effectively overcome this and improve
language skill of the children between age group of three to four in order to successful assure
their social as well as academic competence (Mullarkey and Hevner, 2019). Along with this, use
of effective intervention language growth can be promoted among children's. In this regard, to
analyse how teachers can support children in overcoming from barriers of language difference
and improving abilities to grasp surrounding environment, primary data will be collected through
self-questionnaire by including participation of teachers/education providers of primary schools.
4d. Analysis on collected data from action research
It has been analysed from all over the research carrying out in literature part that in primary
schools, the most affecting factor which arise barriers in education for children is language
difference. It is not easy for pupils of different culture or belong to ethnic minority to adopt
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second language (English). This would make them unable to express ideas and share feelings
with others, due to which interaction and communication also couldn’t be developed (Kalenda,
Hyna and Rossi, 2018). But due to non-native, involvement and attendance of such pupils are
relatively higher than English speakers.
Illustration 2: Percentage of children (Year 6) who speak ‘English as an additional
language’ and are of white ethnic origin; by school type
Source: https://voxeu.org/article/language-barriers-impact-non-native-english-speakers-
classroom
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4e. Present data collected from action research
Data collected from secondary resources are presented in following tabular format –
Table 1: Literature Review
Sources Purpose Results/Conclusion
Stephany Elsworth. 2017 Do Language Barriers Affect
Student Performance in
School?
As per this research, learners
of English language are one of
the fastest growing population,
which create more barriers in
front of those pupils who have
little or less knowledge of
same. Language barriers can
put a long-term negative
effects on academic
performance of such pupils.
However, it becomes a
difficult hurdle, but support of
teachers and effective
educational policies prove
effective to help students for
being successfully overcome.
Rhoad‐Drogalis and et. al.,
2018
Teacher–child relationships
and classroom‐learning
behaviours of children with
developmental language
disorders
This research mainly
emphasises on dimensions and
validation of Preschool
Learning Behaviour Scale,
where children who have less
acknowledge with English
language, face problems in
giving out better
performances, with less
development of self-
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confidence.
Curtis and et. al., 2019. The longitudinal effects of
early language intervention on
children's problem
behaviours.
Children having
developmental language
disorders face struggle with
adoption of general classroom-
learning behaviour, especially
during first four years of
education in primary or
kindergarten. Under this
process, positive relationships
in teacher and child will lead
to reduce language barriers
with high level of closeness
towards adoption of second
language (English).
Dawna Duff and Bruce
Tomblin, 2018
Literacy as an Outcome of
Language Development and
its Impact on Children’s
Psychosocial and Emotional
Development.
Children when enter first time
in school, face problems due
to poor listening and speaking
skills, especially because of
language impairment.
4f. Conclusions on the basis of findings from action research
It has been concluded from all over investigation done in action research on present topic,
that pupil at childhood stage, mostly face problems due to difference in mother tongue and most
spoken language (Coghlan, 2019). As English is considered as common and basic language on
which foundation of education and learning environment is based, therefore, having little or less
knowledge of this language. It highly impacts negatively on development of sense, self-
confidence and grades of children in primary schools. Therefore, all these problems related to
language barriers in front of pupils can only be resolved by effective educational policies and
support of teachers.
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5a. Report on findings and conclusions from action research
From findings and conclusion, it has been evaluated more research needs to done on
children of senior academics, who belongs to different nations and have less knowledge of
English or second languages (Chevalier and Buckles, 2019). Because like children of primary
classes, they are also face problems in performing and giving performances due to language
barriers. This may arise research gap issue in present action research assessment.
5b. Justification on recommendations for action on obtaining conclusions from action research
For obtaining more accurate and relevant result, more articles based on impact of language
barriers on students’ performance, including children of all age, will be evaluated. For this
purpose, articles will be searched on PubMed and EBSCO, as well as primary research will be
done on involving children on ethnic minorities and belong from different nations or cultures.
6a. Analysis on effectiveness of practice to action research
Through analysis on overall methods taken in present action research, it has been evaluated
each and every chosen technique, proves effective in addressing main problem of this report.
Both qualitative and quantitative methods aid in collecting large and relevant information, for
analysing impact of barriers and suggesting ways to overcome from same.
6b. Strengths and areas for improvement to action research
The main strength part of present action research is that self-reflective enquiry helps in
undertaking better practices to convey investigation in own manner, without involvement of
others. However, it takes time to conduct report and make key decisions to include participations
of many respondents or summarise large information from number of articles. This arise major
weaknesses in present report, due to less research skills and inefficiency in taken decisions
quickly.
6c. Plan opportunities to improve own skills in action research
It is essential to effectively improve skills in order to undertake advantage of more growth
opportunities in a well define and effective manner. Furthermore, it has been evaluated that
different types of skills allow having access to more effective growth as well as opportunities.
Thus, in order to make significant improvement in own skills there are some certain form of
opportunities has been evaluated that allow to make improvement in own action research. In this,
it has been evaluated that, with the assistance of different online courses and undertaking use of
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feedback from peers and subordinated significant improvement in skills can be made in a well
define and effective manner. In addition to this, with the help of various form of learning tools
and techniques improvement in skills can be made.
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REFERENCES
Books and Journals
Abun, D. and et. al., 2019. Investigation of Cognitive and affective Attitude of Teachers toward
Research and their behavioral Intention to conduct Research in the Future. Journal of
Humanities and Education Development (JHED). 1(5). pp.222-235.
Chevalier, J. M. and Buckles, D. J., 2019. Participatory action research: Theory and methods for
engaged inquiry. Routledge.
Coghlan, D., 2019. Doing action research in your own organization. SAGE Publications
Limited.
Curtis, P. R. and et. al., 2019. The longitudinal effects of early language intervention on
children's problem behaviors. Child development. 90(2). pp.576-592.
Dawna Duff and J. Bruce Tomblin, 2018. Literacy as an Outcome of Language Development
and its Impact on Children’s Psychosocial and Emotional Development. Online Available
at: http://www.child-encyclopedia.com/language-development-and-literacy/according-
experts/literacy-outcome-language-development-and-its
Kalenda, M., Hyna, P. and Rossi, B., 2018. Scaling agile in large organizations: Practices,
challenges, and success factors. Journal of Software: Evolution and Process. 30(10).
p.e1954.
Martins, V. W. B. and et. al., 2019. Knowledge management in the context of sustainability:
Literature review and opportunities for future research. Journal of cleaner production, 229,
pp.489-500.
Mullarkey, M. T. and Hevner, A. R., 2019. An elaborated action design research process
model. European Journal of Information Systems. 28(1). pp.6-20.
Rhoad‐Drogalis, A. and et. al., 2018. Teacher–child relationships and classroom‐learning
behaviours of children with developmental language disorders. International journal of
language & communication disorders, 53(2), pp.324-338.
Stephany Elsworth, 2017. Do Language Barriers Affect Student Performance in School? Online
Available at: https://www.theclassroom.com/language-barriers-affect-student-performance-
school-5911.html
Education and immigration: Language barriers and how to deal with them. 2017. <
https://www.virtual-college.co.uk/resources/2017/01/education-immigration-language-
barriers-deal>.
Language development and literacy. 2020. [Online]. Available through<http://www.child-
encyclopedia.com/language-development-and-literacy/according-experts/literacy-outcome-
language-development-and-its>.
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