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If you have EAL new arrivals in your school with limited English, you need a scheme of work in English that supports learners with language learning alongside the curriculum content you are delivering. This is to ensure young learners are understanding the basics of language needed for success.
Learning can be split into two parts:
The downloadable scheme of work for providing learners with the survival language they need for later success with academic language. They are split into sessions. Often, it takes a huge amount of time to prepare resources to support learners with the survival language alongside the academic language they need to access the demands of the curriculum.
Sensory needs (considering lighting, noise, textures, smells etc.) are now being seen as a central part of school design. It is widely recognised that overwhelming environments can block learning or trigger distress. Each learning environment presents its own opportunities and challenges to reducing sensory overload. Luckily, there are lots of small changes that can make a big difference to your learners!
Language is a key part of one’s identity and our level of fluency in a language can truly affect the way we view ourselves (Patterson, 2021). It is often incredibly difficult for monolingual individuals, who are highly proficient in their language, to imagine the extent to which language ability in any language, be it a home language or an additional language, is linked to one’s self confidence and perception of themselves. What happens when your level of language proficiency becomes a barrier to communication, learning, and the world around you?
You're the EAL lead in your school - or a teacher with responsibility for EAL. You're a class teacher who's been asked to look into EAL - or a teaching assistant who runs a special EAL group. But do your colleagues really know what you do? Do they know what EAL is - and why it matters for all staff in a school, and not just you?