Working Together to Meet the Needs of Targeted Groups Karen Johns (Assistant Headteacher, Stopsley and Di Revill (Secondary EAL / Literacy Consultant )

Part 2:Pupils with English as an additional language (EAL)

Ask the audience? EAL Starter Quiz Are you ready?

1.New Arrivals from abroad often experience a “Silent Period”. How long does this last? a) 2 – 3 weeks b) several months c) variable

2. How long will it take New Arrivals to learn social / conversational language? a) 6 – 12 months b) 1 – 2 years c) 2 – 3 years

3. How long will it take New Arrivals to gain the level of language proficiency needed for academic success? a) 1 – 2 years b) 3 – 4 years c) 5 – 7 years

4. What term means :- “Providing effective learning opportunities for all pupils”? a) Exclusion b) Delusion c) Inclusion

5. How many QCA “Pre Level Descriptors” prior to NC English Level 1 are there? a) 2 b) 4 c) 8

6. Does a pupil’s L1 (First Language) get in the way of developing their English? a) Yes b) No c) Possibly

EAL PupilsEMT Pupils Above NC English Level 1 Standard NC English Levels 2 and above Below NC English Level 2 QCA Level 1 secure Standard NC English Level 1 QCA Level 1 threshold QCA step 2 Working towards NC English Level 1 QCA step 1

The Ice Berg Model CALP Cognitive and Academic Language Proficiency BICS Basic Interpersonal Communicative Skill

Who are our EAL Learners? A learner of English as an additional language (EAL) is a pupil whose first language is other than English. First language is the language to which the child was initially exposed during early development and continues to use this language in the home and community. If a child acquires English subsequent to early development, then English is not their first language no matter how proficient in it they become. Source: School census preparation and guidance for 2007 (DfES 2007)

WHO ARE OUR NEW ARRIVALS? Pupils admitted to school after the usual joining times. Pupils from any ethnic / linguistic backgrounds.

WHERE DO OUR NEW ARRIVALS COME FROM? In your group can you list down the FOUR main countries that Newly Arrived Pupils to Luton are coming from?

New Arrivals in Luton Polish Lithuanian Slovakian Afghani Kurdish Zimbabwean Somali (Congolese)

Background and Experiences

“First Timers” (New Arrivals) received formal education received little or no education experienced disruptions to education suffered traumatic experiences prior to arrival in UK read scripts different from English speak several languages some English teaching

“Returners” attended school in UK possibly attended school abroad possess residual English skills interruptions affected English literacy skills superficial fluency in spoken English

NEW ARRIVALS What Can We Do? TEN HELPFUL HINTS Mix & Match Activity

Strategies We Know Work Activity: 1.Case Studies 2.Babble Gabble 3.EAL Quiz 4.BICS & CALP 5.Countries where New Arrivals come from 6.What Can We Do for New Arrivals (10 Handy Hints) Strategy: 1. Collaborative / Text Marking 2. Speaking & Listening / Learning Check 3. Peer Support / Activating prior knowledge 4. Card Sort / Manipulation of Ideas 5. Activating prior knowledge 6. Mix and Match

‘Reading and writing float on a sea of talk’ Barnes, D., Britton, J. and Rosen, H. (eds) Language, the Learner and the School (1969), Penguin: Harmondsworth Why talk?

Where to next? Resources: Ema4success Guidance / Advice: Ethnic Minority Achievement Handbook Luton EMA web site: NationalStrategy: dards.dcsf.gov.uk

What Standards Did We Address? Relationships with children and young people (Q1) Communicating and working with others (Q4, Q5, Q6) Achievement and diversity (Q18,Q19 Q20) Health and well- being (Q21a, Q21b) Teaching (Q25a, 25c)

The limits of my language are the limits of my world. All I know is what I have words for. Ludwig Wittgenstein Tractatus Logico-Philosophicus (1922) Austrian philosopher ( )