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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.
What is a language profile? A language profile is basically ‘a picture’ of a new student’s language learning history. The profile can be used with all students (not just EAL students), and provides valuable information to inform good teaching practice.
The profile builds a picture of the student’s:
Crucially for EAL student’s, it contradicts that notion that a student is arriving with ‘no language’. This profile is an invaluable tool for teachers and TA’s to determine where a student fits in a learning continuum and which teaching strategies to use.
There is a second use for a language profile. Increasingly data is being used to guide our teaching as well as to guide ‘effective’ resource allocation and interventions. The onus is on schools to set up data collection that is useful and insightful. Creating a ‘School Language Profile’ is one such activity that provides teachers with information to directly guide their teaching, but also provides statistical data for the school to monitor it’s student body. The school where this approach was trialed was able to collect data on all of its students. This data was used to inform teaching and learning and it was also used to draw up statistical data to identify the need for additional EAL support in the school. Attached is an example of the data collected.
How does one set up a School Language Profile?
The following example was an effective ‘rolling’ programme to build up a language profile in a school.
(The attached ‘Language Profile’ template is an example that schools can use to build a more relevant profile for their individual situation.)
N.B. It was found to be more effective to collect this data after admission as sometimes it was creatively filled in prior to admission.
“Scaffolding is the process a teacher uses to model or demonstrate how to solve a problem (in the case of language learning, to support learners with using the language needed to articulate themselves). After modelling, they step back, offering support as needed.”
Scott, 2019
The National Learning and Work Institute (2018) completed a randomised controlled trial of a Community-Based English Language intervention aimed at people with very low levels of functional English proficiency. Findings showed “a strong and clear positive impact that attendance on an intensive 11-week Community-Based English Language course has on both English proficiency and social integration for those with relatively low levels of English proficiency.” (Integrated Communities English Language Programme, 2018).
On the last day of term I asked a student, who was leaving her school in London to return back to Italy, the best and worst things about moving. She said the worst thing was leaving friends and teachers and the best was going back to her old school to be with her old friends.