1. English as an additional language. In early years

2. The importance of home languages Bilingualism should be seen as an asset not as a setback. A child’s first language has a significant role with their identity. (must be viewed as being of great importance) Children need to develop strong foundations in the language that is dominant within the home environment where they spend most of their time. Insistence in using English language ONLY has the potential to result in fragmented development.

3. Practitioners role Our job as nursery nurses/practitioners is to reassure parents/carers that using a first language will not have negative consequences on their development. At all times remember that children with EAL are just as able as any other child and their activities will be no less challenging.

4. Support for the child Bilingual support is a highly desirable resource. It must be accepted that first language support may not be available for all children in all settings all the time. What is more important for the child in the first weeks is to build strong and trusting bonds with staff and especially their key person. When a child trusts the adult it does not matter that they don’t share a common language. They can communicate via alternative means such as gestures or picture cards.

5. Activity Write down 2 things about yourself. Without using verbal communication tell the person next to you what you have written down.

6. Where to start Respond in a positive way this will encourage a child to build confidence to speak. Usually language begins as single utterances or the child copying phrases and key words. Never pressure a child into talking. We know in most cases that understanding comes before communication. Be patient it will take time, work with the child to help them succeed. (Think ECAT) – time rules and audit tools.

7. Observing/concerns If you feel there are concerns it is good to seek further support. (Discuss with parent/carers). Arrange for the child to speak with someone who speaks their home language. Local sure start centers should assist with this. Observe carefully and make notes on daily achievements as you would for all children. (Photo observations) Refer if necessary to speech and language therapist. Remember Ecat. A child needs to hear a word at least 200 times before saying it and a child learning EAL may need many more. Remember each child is unique.

8. The silent period Remember not to treat a child any differently due to them not speaking English. Offer all children the same opportunities based on their own levels of understanding and their own unique development. The ‘silent period’ phrase is often used to describe the period of time when a child will often refuse to communicate at all. Support parents through this time as it can be very worrying for them. Assure them this is common and generally nothing to worry about.

9. The silent period cont… This phase can last for weeks and even months this must be understood that it is not a negative stage. A child’s development and learning can and is still taking place.

10. Developing vocabulary We suggest using symbol/picture communication in the development of English vocabulary. (please see resources displayed) Use of makaton Use of body language and gestures as well as facial expressions. Routines Key words and phrases

11. Buddy systems Introduction to a buddy at a setting can be helpful and a positive way to build confidence and promote learning. Language is essential in a child’s learning it provides them with the means to make sense of the world around them through thought and discussion, peers/buddy’s can assist in this. Hand over to Mike