Community Village


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Author: Kamil Trzebiatowski

EAL: Excluded by inclusion

Here’s an extract: “Have you ever seen a child cry because they couldn’t understand a language? Crying their eyes out because they want to do well, wanted to talk to others, but couldn’t as they couldn’t understand a word and suddenly all their values and beliefs about their own knowledge have become subverted and torn up? Suddenly, their knowledge ceases to matter and their confidence receives a massive dip. Unattended to by the overwhelmed teacher in the mainstream class, rejected by the other students because of the language barrier, they become withdrawn….

In my EAL intervention classes, the students feel safe. They learn the language they know they desperately need. They gain confidence. They learn step by step, provided with well-structured, linguistically-informed activities, building the blocks of English language awareness, so much needed for their new lives in England. But, perhaps most importantly, they smile. They feel relaxed and encounter supportive atmosphere in their withdrawal classes. I’ve never had an EAL child cry in my class. They know what I say to them. If they don’t, I am instantly aware of this and slow down for them. They feel respected, valued. They are included. They are certainly not treated the same despite their differences. The individual focus I can provide them with is what allows them to grow as individuals and builds their confidence up to eventually participate in the mainstream activities further.”

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Further learning - Blog

Family studying in mother tongue
Created: Wed 29th Apr 2020

We are all faced with very different learning situations at the moment and home learning has become the current norm. The challenges it poses are significant. Parents often have limited time available to support learners, limited understanding of where to start, sometimes a lack of technological know-how in accessing online classrooms - or even a lack of access to an online environment altogether. These issues are exacerbated amongst parents with limited understanding of the school language.

Created: Tue 23rd May 2017

Brewster, Ellis and Girard (2012) discuss the idea of playing Bingo or Dominoes as games for connecting various curriculum areas. Brewster (2012) explains that playing games like these can be a support for learning target vocabulary, for example, playing a Dominoes game before or after reading where learners can either match the words or the pictures together as they listen is an excellent way to learn the target language. You may be studying the human skeleton vocabulary in the game and making connections to the class book e.g.

EAL Parent Helping Child Read
Created: Mon 13th Mar 2023

Parental involvement in children’s education can take many forms and can be experienced differently by each parent. The benefits and advantages of parental involvement are unquestionable.