ENGLISH AS AN ADDITIONAL LANGUAGE LEARNERS AT SECONDARY SCHOOL INVOLVING PARENTS

WHY INVOLVE PARENTS? Involving parents, Raising Achievement (DfES publication) identifies, among others, the following key research findings: Children of parents who take an active interest in their schooling…progress 15% more in mathematics and reading between 11 and 16 than other children Gains in achievement that stem from parental involvement tend to be permanent Between the ages of 5 and 16 children spend only 15% of their lives in school

English as an Additional Language is NOT a barrier to parental support. Knowing how to help and being given the resources to do so enables parental support.

SOME FACTS ABOUT LEARNING AN ADDITIONAL LANGUAGE Children take up to 2 years to develop basic speaking and listening skills but 5-7 years to acquire the full range of literacy skills needed to catch up with their English speaking peers A silent (receptive) period is natural in learning EAL Children who are already proficient in their first language acquire an additional language more quickly and effectively The use of mother tongue is a valuable tool to support learning 4

Frequent problem areas for EAL learners and their Programmes of study What are they learning?? Homework Teaching styles Learning focus Maths methods Frequent problem areas for EAL learners and their families Parents’ level of English making friends Find website addresses for national curriculum information Special educational needs Parents’ evenings Getting to school (buses)

TEACHING AND LEARNING STYLES different learning styles in UK to home country often more investigations and child centred thinking not so much copying notes and learning off by heart more focus on different types of writing and reading eg, writing to inform, writing to explain, writing to persuade, writing a report…. teachers free to use any material they like no set teaching texts no set reading books ( except for GCSE Language nd Literature exams) maths methods may be different – children often asked to explain methods they use

WHAT CAN TEACHERS DO TO HELP? Give key word lists for pupils to take home, translate and learn for the next lesson Tell pupils what the next topic will be so they can research and find out information about the topic in their first language before the lesson Give opportunities in lessons for practice in speaking and listening skills Give focused grammar correction in written work Check pupils understand the homework before they leave the classroom – give written details to pupil Give differentiated homework

MAINTAINING THE FIRST LANGUAGE (L1) WHAT CAN PARENTS DO TO HELP THEIR CHILD’S PROGRESS IN SCHOOL MAINTAINING THE FIRST LANGUAGE (L1) Encourage children to read books in L1 Encourage children to write in L1 at home ( letters to friends and relatives) Teach reading and writing skills in L1 if not already literate in L1 Talk about school and what they have been doing in L1 Research shows that children who are secure in their first language acquire a second language more quickly

HOMEWORK AND HELPING WITH UNDERSTANDING THE CURRICULUM HOW? I can’t speak English very well! But you can speak your first language very well so…. encourage and help your child learn key word lists and talk about their meaning in L1 encourage your child to use the internet to research school topics in L1 and discuss it with them in L1 encourage your child to re read notes taken in class and check they understand by asking them questions in L1 Also: check your child has written homework in homework diary if child is not getting any homework – ask why

REMEMBER!!! Parents do not need to be good speakers of English to help their child do well at school. The best thing they can do is support them in their learning in their first language. Children have higher thinking skills in their first language. Talking to them in their first language will develop their thinking skills which will help in school