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Learning Village

Putting yourself in the new arrival’s shoes

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6-11 year-olds 'The Village'

Blended vocabulary, language structure and reading programme for EAL and multilingual learners

Image as the language of instruction for learners of ANY language background

Independent learning • small-group teaching • differentiation in class • high interest, low level reading support

For 6-11 year-olds

11-16 year-olds 'The Islands'

Blended vocabulary, language structure and reading programme for EAL and multilingual learners

Image as the language of instruction for learners of ANY language background

Independent learning • small-group teaching • differentiation in class • high interest, low level reading support

For 11-16 year-olds

Post-16/adults (Community Village)

Blended vocabulary, language structure and reading programme for ESOL and multilingual adult learners

Supporting school community members with their integration into school community life!

High interest, low level reading - image as the language of instruction for learners of ANY language background.

AssessEP

Across Cultures English Proficiency Assessment (AssessEP) is an easy assessment to administer, suitable for learners aged 7+ through to adult.

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Download Changing shoes activity

Approximate reading time: 1 minute

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?

What would you take?
What would you leave behind?
Who would you miss?
What activities would you miss?

How would you feel about learning the language?

Do you think other people would speak English?
What if no one spoke English – how would you communicate?
Do you think you would be able to make friends?
How would you feel if people laughed at you when you tried to speak their language?

How would you feel about your work?

How would you understand the lessons?
How would you feel if you couldn’t write the alphabet/characters?
Which lessons do you think you would understand more easily?
What things could your class and teacher do to help you learn?
Each group could give a short oral presentation and together come up with a plan for the new arrival.

Plenary: Feedback the information from the groups.

Progress the thinking: “Using your understanding of how someone may feel about arriving in a new place and not being able to speak the language – can you think of actual things we can do in our class or school to help our new classmate settle in?”

Put together an action plan as a class with up to 5 concrete ways they can help.

This article follows ''A Recipe for a Successful Start for New Arrivals in School.'

Download Changing shoes activity

ESOL parent classes in schools: Including the purpose

Created: Wed 6th Dec 2023

Moving to and joining a new school is daunting for any child. It is essential that schools have procedures in place to support new arrivals with this transition (discussed in detail in our article here). However, it is important to consider that their parents may also be experiencing a similar transition, without necessarily having a network of support. If support is not provided, there is the potential for parents to struggle to access education, find employment and be part of the school or wider community.

Piloting the 'Sentence Analyser'

Created: Tue 9th Oct 2018

There is a plethora of things to consider when piloting a new learning resource or scheme of work, so having a tried and tested framework for testing is helpful. At Lea Forest Academy we follow our piloting framework which was adapted from Edtech (2015), Pilot Framework.