It is an opportunity to expand and improve your teaching
- Immersion- put children in a classroom that has full English speakers
- Bilingualism – the child is taught in their home language and withdrawn from a classroom.
Learn how much children know in their home language to assess and plan to teach in another language.
Encourage children to become multi-lingual – do not learn English to only then speak this, learn so children can speak their home language AND English
NUMBER OF USEFUL TERMS FOR UNDERSTANDING BILINGUALISM
- Simultaneous bilingualism – two or more languages are acquired before the age of three
- Successive of sequential bilingualism – one language is established, a second is learned later
- Additive bilingualism – the first language and culture associated with it continue to be developed and valued
- Subtractive bilingualism – the second language is added at the expense of the first
Assess the child to identify what way they should/need be taught – immersion or scaffold their learning (bilingualism) – support them or presuming they are to be taught in an only english speaking environment (immersion)
- Vocab is a key aspect which supports reading and english learning
- EAL children may have less vocab
- collocations ( words which are used in different ways to their meaning – dead body/ dead heavy ) may cause confusion in children.
What stages are children at in their home language and new one and can they access the curriculum – questions to ask yourself when have EAL children.
Need to understand children’s background to ensure other needs (emotional + relationships) – to identify if need extra help – if children are refugees/migrants – be mindful of this
Need to take into account a child’s background – refugees/migrants/all children in your environment – INCLUSION
- Teaching and learning about how to teach EAL will support other children in the same environment
- EAL children should not be put into low ability as their abilities may be different in their home language – middle ability to support all of their needs
- EAL is NOT problematic
- Not SEN it is additional needs
Resources are beneficial when teaching EAL children – for example dual language book/schemes.
Through the video I identified : Practical strategies that teacher use – reasoning why practice is beneficial
- speech activities
- mixed ability learning – other children can support and share knowledge with EAL children
- talk partners – similar to above reasoning
- one to one support
- drama – role play/hot seating
- talk for writing – can express their ideas through language and practice this
- vocab, connective openers, punctuation
- games – fun for children so may not identify they are not learning
- timetabled time for this area – ensuring development in this area is not forgotten.
- Modelling – ideal practice so children have a source to follow and see first hand how language used
Ways to support EAL linking school and home
- Translate policies to parents so they still benefit from this documentation
- invite to family groups and events so they can meet other who speak the same language
- teachers practice the home language of these children
- Parents evenings with children present and provide longer time slots for this as communication may take longer
- celebrate the cultures of the children and religions – share experiences to show interest
Many Key documents and legislation that relates to EAL
All schools should have an EAL policy – these are generic and customised by schools – these policies should set out strategies for assessment/teaching/staff/resources
Following this I have reflected on the information obtained and I would like to set myself a target regarding this area. I would like to work alongside a child with EAL and observe the strategies that are used to support this child. I would also like to analyse and EAL policy to identify how schools write these and implement them.