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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.
Every learner is unique! This includes your SEND learners. Sometimes you need to create a bespoke resource to support their individual needs.
Tip or Idea: Using multimodal resources can provide a multi-layered approach to learning, removing barriers for learners and creating a fun, engaging learning environment.
While learning new languages, a lot of information simply needs to be remembered, and we often have to combine new information with what we already know, using our working memory. For students with specific learning differences, such as dyslexia, retrieving information from the long-term memory can be slower or less effective, resulting in greater difficulties in learning. It is therefore vital to teach specific memory strategies.
Memory processes are complex, but in my experience, we remember better the things that we:
Language learning strategies are tools to facilitate language learning that should be adapted to suit the needs of each individual.
There aren't a set of language learning strategies that makes you a perfect language learner, each student learns differently. However, there are some guidelines on the strategies others have found successful that can be provided to students to help them make more effective use of their time studying. It's important that students understand how they learn and what strategies are more effective than others.