Pupils with English As an Additional Language (EAL) Lisa Davies

Agenda Service provision and the EAL learner. Information Gathering Good Practice in schools Identifying Additional Learning needs

Who are our EAL learners? Bilingual – refers to children who are in regular contact with more than one language for the purposes of family living. Their competence may be in all of the four skills ( listening, speaking, reading, writing) in either or both languages and is likely to be at varying levels In Flintshire we currently support in excess of 200 pupils with EAL in 47 different schools. There are nearly 30 different languages spoken in our schools.

Tasks facing the EAL Learner Learn a new language Learn the curriculum in the new language Use the new language to develop new concepts, some of them abstract Use the new language to develop literacy skills

How long does it take to learn? Everyday communication fluency within 2 years on average Number of years of formal education received by pupils in their first language an important factor Academic language proficiency may take on average 5-7 years Those who arrived before 8 may require 7 – 10 years Older pupils who arrive after age 11, with at least 5 years schooling, may take 5-7 years

Factors affecting achievement The pupils level of language proficiency The extent to which the learning environment is supportive The extent to which the pupil has access to the curriculum Whether the pupil has SEN

Critical Facts Crucial to know the age of the pupil on arrival into the UK The number of years of formal education received in his/her first language The number of years she/he has been learning English Are the pupils’ speaking skills and literacy skills age-appropriate in his/her own language, predicts potential in English

INFORMATION GATHERING Admissions interview Translation Service Collection of PLASC data

Working with pupils with EAL Good Practice

Supporting Pupils with EAL Contextual/ Visual supportUse of Language Resources Social/Cultural Pictures/Objects Eye contact/gestures Mind maps /Writing frames Explicit instructions – repeat in different ways Provide key words Check understanding Use consistent vocab. Supporting the EAL Learner Display Vocabulary Dual language books and texts Translators and dictionaries Provide peer buddies Create opportunities for language – Collaborative learning Include religious and cultural celebrations

Visual Cues Gestures Facial expressions Symbols Pictures Visual timetables PECS colours

การทดลองเพื่อทดสอบพีเอชของสาร พีเอชของรายการต่อไปนี้คือ... ยาสีฟัน = 9 น้ำส้มสายชู =3 น้ำนม = 6 มะนาว = 2 น้ำ = 7

การทดลองเพื่อทดสอบพีเอชของสาร ยาสีฟัน น้ำส้มสายชู น้ำนม มะนาว น้ำ

Good Practice Plan, do, review, talk about what you are going to do, name the equipment, describe what the child is doing, will do next as you are completing the task, afterwards talk about what you have done Help with organisation Expand utterances Encourage turn taking Think about classroom environment, noise levels etc Pupil grouping

Case Study One A year 10 Romanian pupil arrives in the April of that year. Parents arrive at school speaking very little language. What do you do? Information gathering? Pupil Groupings Preparing teachers

ALN /EAL Exploring the interface

SEN Code of Practice (2002) Recommends very careful consideration should be given to the identification and assessment of the special educational needs of pupils whose first language is not English Highlights need to take into account the context of the home, culture and community Lack of competence in English must not be equated with learning difficulties

Identification However lack of competence in English is not the only reason EAL learners make slow progress Schools must examine in detail their performance and progress across different subjects Information regarding the pupils’ language skills is required including, the languages they speak, the exposure they have had to each of these languages, their current use of each of them, their proficiency in them –Admissions procedure

Assessment difficulties FALSE NEGATIVE: SEN not identified and any difficulties are attributed to learning a second language FALSE POSITIVE SEN are identified where none exist What can happen in either scenario???

The Hypothesis Theory Physical /Sensory factors Hypothesis approach Present/Past environment al stress EAL Development Specific language difficulty Task Demands S.E.N. Physical /Sensory factors Hypothesis approach Present/Past environment al stress EAL Development Specific language difficulty Task Demands S.E.N.

Case Study 2 A pupil has been in school for 3 years. They have been receiving additional support, but have very poor literacy skills and are not making the progress you would like. What do you do? Information gathering? Next steps