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It is Friday morning; the Head teacher comes to tell you that on Monday morning you will have a new student arriving who does not speak much English. How can you give a successful welcome for that student given the time frame?
It almost goes without saying that the more information and communication that a class teacher is given prior to a new student arriving in school, the more successful the start. To have a whole school plan in place for new arrivals, especially for students who do not speak English, is gold dust. Chapter 3 in ‘Teaching English as an Additional Language 5-11: A Whole School Resource’ by Caroline Scott sets out a framework for a school to set up such a plan and will be referenced in this article. In my experience, the more prepared a school is and the more information that is shared, the smoother the transition for a new arrival into the school.
However, a good induction programme takes time to prepare, in the meanwhile, what are the practical things a teacher can do, with limited time, to prepare for a successful welcome?
Preparing the Classroom
Preparing the Class Students
First game - Empathy Card Game
Empathy cards have been designed with purpose of building a bridge between the known and the unknown and encouraging students to empathise with the experience of a new arrival in the class.
There are 10 cards. The cards with a yellow heading are designed to encourage students to make connections between their own experiences and that of the new arrival. The cards with an orange heading are designed to encourage the students to start to think of practical ways to help a new arrival settle in, linked to their own experiences. The Empathy Game can be played independently or in conjunction with the game ‘Changing Shoes’.
Preparing the School
Broadcast to the staff that there is a new student who does not speak English arriving and share his/her name, language, class they are in and who their break buddy and adult mentor are. Remember to broadcast this information beyond class teachers to include break and lunchtime staff, specialist teachers and TA’s.
This is a good start to preparing for a new arrival.
About the Author
Jessica Tweedie has experience of working as a manager and setting up systems that work for the EAL learner and has ensured that she continues to be a practicing EAL teacher. She actively explores new ideas and methods to enable students to access the curriculum - in both pull out and push-in lessons and always working in partnership with mainstream colleagues.
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 tools are there if you have a sixth sense that something is not quite right?
At what point does a teacher start to question whether an EAL student’s lack of progress is due to English Language Development (ELD) issues or due to specific learning differences (SpLD).
These questions come up again and again. Learning English as an Additional Language is not a learning difficulty, however 20% of EAL students will follow the norm of having specific learning differences (Chapter 1, SFR24/2012, GovUK). Therefore, there is a possibility that an EAL student has SpLDs.