We Care About Your Privacy
By clicking “Accept all”, you agree to the storing of cookies on your device to enhance site navigation, analyze site usage, and assist in our marketing efforts. View our Privacy Policy.
In previous articles we discussed the need for learners to obtain Basic Interpersonal Communication Skills (BICS). These skills need to be the initial focus of learning alongside curriculum content in the early days. Class teachers are required to make significant adjustments to their programme of learning which is not an easy task, especially for those teachers who are new to teaching foreign languages.
The EAL teacher has the important role of understanding the psychology of each individual, their attitude, their adaptation to their new surroundings and how they have managed their transition.
The EAL teacher can take the burden off the class teacher by supporting and encouraging parent participation and communication. The EAL teacher should be seen as an asset and an invaluable resource for the class teacher. The class teacher has larger classes and with the best will in the world it can be difficult to provide sufficient help for the EAL students.
Beginner students gain confidence in the small EAL groups and will participate actively in lessons whereas they may remain silent in class for fear of getting things wrong in front of their more fluent peers. They can practice basic and classroom vocabulary to help them get through the day. The more advanced students benefit from more individually tailored lessons to support their language development.
It is a myth that once students can speak and understand English that they no longer need support, as mentioned in a previous article, if a student is left to cope they may seem to be doing well for a while but after a year or two cracks in their academic writing will start to appear. Continued support with their writing assignments, their editing skills and vocabulary development once they are verbally fluent will help avoid these cracks.
It is important at all stages that the class teacher and the EAL teacher work together as a team to support each individual student.
Some things to discuss are:
When we attempt to facilitate effective communication or collaborative learning between pairs or groups, we must acknowledge that our pupils are not only exchanging information; they are also constructing their sense of self and how they ‘relate to the social world’ (Norton 1997: 410). They are negotiating their role within the group or pair. Researchers have noted that there are certain patterns of behaviour between learners and some patterns have been proven to foster more effective learning.
A School Language Profile is an invaluable tool!
In the previous article we looked at the thorny issue of EAL learners with specific learning differences (SpLD). We discussed how identification of SpLD in EAL learners could be a long and frustrating process. We looked at some possible, non-language based assessments. At the end of the article we discussed the possibility of using a ‘language profile’ to help identify possible concerns at an early stage.
In September 2015, Lea Forest Academy took on an additional class of 16 Year 2 newly arrived EAL children. Eight of these children had never been schooled, while eight had had some schooling experience in their home country. The school had no specific EAL provision in place or trained staff.
What did they do?
Where did they start?