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Related Experiment Videos

Classroom noise and children learning through a second language: double jeopardy?

Peggy Nelson1, Kathryn Kohnert, Sabina Sabur

  • 1University of Minnesota, Minneapolis 55455, USA. nelso477@umn.edu

Language, Speech, and Hearing Services in Schools
|September 24, 2005
PubMed
Summary

Classroom noise significantly impacts speech perception for English language learners (L2) more than native English speakers. Interventions are needed to reduce noise and improve auditory access for L2 students.

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Area of Science:

  • Educational Audiology
  • Second Language Acquisition
  • Child Language Development

Background:

  • Classroom acoustics significantly influence learning environments.
  • English language learners (L2) may face unique challenges in noisy classrooms.
  • Understanding the impact of noise on L2 learners is crucial for academic success.

Purpose of the Study:

  • To investigate the effects of classroom noise on attention and speech perception.
  • To compare English language learners (L2) with English-only peers (EO).

Main Methods:

  • Study 1: Assessed on-task behavior with and without soundfield amplification.
  • Study 2: Evaluated English word recognition in noise using a +10 dB signal-to-noise ratio.

Main Results:

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  • No significant differences in on-task behavior between conditions or groups in Study 1.
  • Word recognition declined in noise for both L2 and EO groups in Study 2.
  • The negative impact of noise on word recognition was significantly greater for L2 learners.

Conclusions:

  • L2 learners are disproportionately disadvantaged by typical classroom noise and reverberation.
  • Speech-language pathologists and audiologists should advocate for reduced classroom noise and improved signal clarity.
  • Enhancing spoken language access is vital for the academic progress of L2 students.