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The Early Career Framework was made compulsory in the UK in September 2021. It replaces the year-long NQT period. It is a two-year programme of support and development for new teachers after they complete initial teacher training. The Framework covers 8 main areas:
All areas are relevant to and for the teaching and learning of our EAL pupils and ensuring they are successful in their learning. However, here we will look at two of the framework areas.
Successfully catering for your EAL pupils requires adaptive teaching and accurate assessment, which are sections 5 and 6 in the Early Career Framework. To adapt our teaching, we need to be mindful of the needs of individual pupils, understanding that pupils are likely to learn at different rates and require different levels and types of support from teachers.
Some key items to consider are as follows:
Once you have decided which tier the language demands of your lesson fall into, you can support your learners with appropriate strategies. For instance, pupils pre-learning the language for your lesson independently - or in a small group. Consider questions such as:
As the Early Career Framework states, "good assessment can provide teachers with vital information about pupils' understanding and needs". In 2016, the Department for Education began collecting a new teacher-assessed measure of English proficiency for pupils with EAL, through the school census. Schools are asked to position each child on a five-point scale according to a judgement of 'best fit', with briefly described categories: New to English, Early Acquisition, Developing Confidence, Competent and Fluent.
To assess accurately, schools should be using an EAL continuum. Assessment frameworks, such as the EAL Assessment Framework from the Bell Foundation or the Common European Framework, can help to provide accurate and purposeful assessments of what a learner can do in English, as well as delivering a road map for progression to support the teaching of EAL learners.
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References:
Cummins, J. (2000). Language, power, and pedagogy. Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
Department for Education, Early Career Framework, January 2019, access here, Accessed 17/02/22.
Misselbrook, R. (2019). KS2 SATS: Why and How we Targeted Tier 2 Words. Accessed: 31/01/19.
Scott, C (2012) Teaching English as an Additional Language 5-11: A Whole School Resource, Routledge.
Scutt C., An introduction to the Early Career Framework, access here, Accessed: 31/01/19.
Scutt C., The Early Career Framework: Useful links, resources and guidance.
Research Review, access here. Accessed: 31/01/19.
Barry and Matthew Carpenter’s ‘Recovery Curriculum’ has many applications for EAL pupils. Their ‘Recovery Curriculum’ was created during the 2021-21 pandemic, over concerns about how learners would cope when back in school. The Carpenters describe how the Recovery Curriculum is built on five levers, “as a systematic, relationships-based approach to reigniting the flame of learning in each child” (Carpenter and Carpenter, 2020).
Cloze procedures are tasks where learners fill in the blanks in a text from which entire words have been omitted. Learners decide on the most appropriate words to fill the gaps from a bank of provided words. The word 'cloze' (close) is derived from the word 'closure', whereby participants complete a not quite finished pattern or text by inserting or choosing words to give the text closure (Walter, 1974).
Getting behaviour 'right' is crucially important for all schools. Ensuring that we have a 'fit for purpose' behaviour policy that caters for all pupils throughout their schooling - including EAL pupils - is vital for the feel and culture of our schools, as well as for allowing pupils to feel safe and be in the right environment to learn to their full potential.