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New to English can be supported in many different ways. Here's one school's approach:
Assessment
All learning is based on assessment. Children arrive and sit a baseline assessment. After analysis of result children are provided with appropriate provision. Interim progress reports on progression in EAL, phonics and writing are reviewed every half term.
Beginners
Beginner EAL Learning Intervention (EAL Intervention)
They follow ‘Teaching English an An Additional Language 5-11: A Whole School Resource’ which offers survival language intervention for the early days. This replaces the in class Literacy lesson for a short period until children are able to access the next two steps. Progression in English for beginners is reassessed every half term to check on progress.
Intermediates
Intermediate new arrivals curriculum language support (out of class)
This support provides additional vocabulary and language structure support for those children attending differentiated Literacy in class.
EAL differentiated curriculum support (in class)
Working closely with an EAL teacher to provide language learning differentiation for intermediate learners.
Phonics
All new arrivals are assessed for phonics and provided with differentiated out of class lessons. Reading (with phonic based readers) is part of this. Progression in phonics is reassessed every half term to check on progress.
One to one support:
Where specific EAL needs are identified (for example, after a big write) the EAL teacher will work one to one with children to support their progress with these needs.
Staff Training
Staff training is provided for all staff in integrating language learning objectives alongside curriculum objectives to support all levels of EAL learner in class.
The lack of a common language between children can be frustrating so we often assign buddies who have a common language to help our learners. Someone who speaks the same language can help the new student feel less alienated by speaking the same language and recounting what is being said and explaining what is happening. Students are often used as interpreters in schools. However, as with any translation, it can result in unintentionally misinterpretation.
Everyone recognises the importance of staying safe online - but it's not always straightforward. For many of us, computing - including social media, information technology and cybersecurity - is a whole new world, with its own conventions and language. Now consider the added element of dealing with all of this quite literally in a different language! That's the situation our EAL learners find themselves in. Having arrived in a new country, they need to learn English as quickly as possible, for social as well as academic reasons.
Often, for busy EAL teachers, the focus is on the child, however it is important to remember that for some parents, the transition period can be just as difficult. Some parents worry about bringing up their child with two languages and question whether it would be more beneficial for the child if they speak the language of the new country to help them become more competent in the new language and learn it faster. We need to discourage this approach, supporting parents in understanding the value of using their mother tongue.