We value and welcome the cultural and diverse experiences that pupils with EAL bring to our school. EAL pupils gain full access to our curriculum, as our curriculum is creative and very active, meaning children, who are EAL, thrive and strengthen their speaking, listening and writing skills. We provide lots of opportunities for children to celebrate, showcase and teach others about their culture or language. We have a range of different languages and cultures in our school, which provide a rich and vibrant feel to our school. EAL parent workshops are provided to develop parents’ confidence and to discuss any ideas they could try at home to help develop their child’s language.
Teaching
To ensure full access to the curriculum, classroom teachers apply the following strategies:
Drawing on home language experience.
Using the pupil’s first language to enable him/her to access the curriculum, (beginners - a story, a letter etc… based on the planned topic in the first language);
Visual support (flash cards, pictures, visual prompts in the classroom to aid learning, picture word banks, modelling language in use and demonstrations);
Differentiated activities and worksheets using simplified language on worksheets, writing frames and scaffolds. Also activities such as, sequencing pictures and tables ensuring that vocabulary work covers the technical as well as the everyday meanings);
Discussion is provided before and during reading and writing activities by the classroom teacher,
Access to technology (i-Pads)
Google translate
Supportive websites
Access to bilingual dictionaries;
Access to dual-language books;
Adult support (TAS and other support staff);
Peer support- sitting with a confident, good role model peer, peer support through ‘talk partners’, peer support in groups
Groups to support phonics;
Immediate feedback;
Slower pace of a topic’s and vocabulary explanation, including metaphors and idioms;
Practical lesson involvement.
Assessment
Our EAL children are initially assessed according to the NASSEA steps ((Northern Association of Services Supporting Ethnic Achievement) assessment system which will assist the teacher in tracking and monitoring the progress made by EAL learners. Since September 2016, as advised by the Local Authority, we also use the Welsh assessment system. The five new codes to assess EAL pupils are:
A – new to English;
B – early acquisition;
C – developing competence;
D- competent;
E – fluent;
More advanced learners are also being assessed through INSIGHT.
Our methods for teaching and learning are based on the outcome of the Initial Assessment. If required, some EAL pupils will be withdrawn from lessons to be given specific support that is tailored to their learning needs. EAL learners will not be withdrawn from core subjects
Monitoring
The progress of EAL pupils is monitored on INSIGHT. However, as the EAL pupils may display small improvement in gaining their English proficiency the children’s progress may be monitored through NASSEA assessment system (steps 1 -7 in listening, speaking, reading and writing).
Monitoring EAL pupils’ progress by marking independent written tasks, listening to and talking to EAL pupils. This allows the teacher to make a clear judgement of whether EAL pupils are accessing the curriculum.
How can you help?
Close communication between school and home is important to your child's success.
Your child needs to read everyday.
Your child needs to complete their homework;
Your child can listen to BBC Radio or watch English programs for children.
Your child can develop English by accessing learning websites to practise their English everyday:
Very important
Please do not try start talking to your child in English;
Talk to him/her in your own language;
This way your child will become fully bilingual;
It has been proved that the EAL children learn English faster if they build on their first language!
“The use of the first language does much to maintain confidence and self-esteem because it is a signal that the classroom includes the child. It says: ‘We accept your language and – by implication – your family, your ethnicity and your culture.’”
(Learning to Learn in a Second Language: Pauline Gibbons)