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Learning Village

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What are you interested in?

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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Approximate reading time: 1 minute

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.

The voices that don't get heard: Why a child's mother tongue matters in the classroom

Created: Sun 23rd Jan 2022

If Katerina spoke in Russian again in the classroom, the teacher warned her, her name would be put on the board and she would miss out on certain privileges. 'Katerina' - a seven-year-old Russian speaker newly arrived in the UK - was finding it difficult to let go of her mother tongue (also referred to as 'home language', 'first language' or 'L1') in class, to the frustration of her teacher. Her story is the central point of a recent research paper by Olena Gundarina and James Simpson (see References below).

International Mother Language Day (IMLD)

Created: Mon 27th Jan 2020

International Mother Language Day (IMLD) is a worldwide observance celebrated annually on 21st February. It promotes awareness of cultural and linguistic diversity and international understanding through multilingualism and multiculturalism.