We Care About Your Privacy
By clicking “Accept all”, you agree to the storing of cookies on your device to enhance site navigation, analyze site usage, and assist in our marketing efforts. View our Privacy Policy.
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.
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.
As a Head of Early Years in an international school following the EYFS and IPC curriculums it has always been important to ensure that the teaching of the English language is done in the classroom without the help of specialist EAL support. Early years teachers are great physical, visual talkers!
One of the key principles of teaching in the Early Years is that bilingualism has an advantage and that as the first language it has a continuing and significant role in identity, learning and the acquisition of additional languages.
Beckmann (2009) defines the term ‘cross-curricular teaching’ as ‘instruction within a field in which subject boundaries are crossed and other subjects are integrated into the teaching (how and for whatever purpose or objective)’.
Similarly, see here for guidance on CLIL (content and language integrated learning) teaching.