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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.
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.
Scenario: You are moving to a new country (pick a country which has a different script such as China, Saudi Arabia or Bangladesh). You can only take a suitcase with you. Discuss your thoughts on the following groups of questions;
How would you feel about moving?
How would you feel about learning the language?
A learner’s wellbeing is vital to their achievement and overall success. Nevertheless, an EAL (English as an Additional Language) learner’s wellbeing should be considered more thoroughly when discussing their academic performance and achievements. A learner who speaks “a language other than English as their first language and needs additional support to develop a proficiency in English” (Twinkl, n.d) is considered to be an EAL learner. They can come from a diverse, multilingual and/or refugee background.