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Meeting the needs of children with EAL

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MikeHayler

The document discusses support for children with English as an additional language (EAL) in Brighton and Hove schools. It introduces the Ethnic Minority Achievement Service (EMAS), a group of specialist teachers and assistants who help children and families with limited English. It provides definitions, discusses the challenges of learning in a new language, and offers strategies for teachers to support EAL students, such as using visual aids, modeling language, and allowing thinking time before answering questions. It emphasizes the importance of making EAL children feel welcome and stresses that additional language acquisition takes time.

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EMAS Ethnic Minority Achievement Service Meeting the needs of Children with EAL Sarah Berliner Christine Booth Kaneez Rahman Ethnic Minority Achievement Service (EMAS)
EMAS – Who are we? Ethnic Minority Achievement Service We are a group of specialist teachers, teaching assistants, BLAs (bilingual assistants) and home school liaison officers who support children and their families coming in to our schools and pre-schools with limited or no English. We work in nursery settings, infant, junior and primary schools as well as some secondary schools and special schools in Brighton and Hove supporting in many different languages.
Definitions of Terms ► Bilingual (bilingual learners) – those with a different home language to English. It does not always mean they are fluent in English. ► Multilingual – those who have 2 or more languages other than English. ► Monolingual – those who only speak one language e.g. English ► EAL – English as an Additional Language ► ESOL – English speakers of other languages (this refers to post 16 learners)
Learning in another Language Put yourself in their shoes…
Learning in another Language How did you feel? What helped you?
How can you help? What can you do? A child with no English starts in your class…
Don’t panic! . Smile, be welcoming & make an effort to communicate – gestures go a long way . Make the parents feel welcome, they will be feeling more nervous than you . Find a good buddy to show the child around the school and take care of them at playtime . Help them to learn the class routines and use visual support e.g. picture fans, Makaton symbols, visual timetables and photos . Find time to get to know the child and don’t put too much pressure on them to perform initially. Remember a child that feels welcome will settle quickly
23,494 10,408 11,278 4,188 2,184 1,799 Non UK/British White Mixed / multiple ethnic group Asian / Asian British Black/African/Caribbean/ Black British Arab Any other ethnic group 220,018 53,351 English / Welsh / Scottish / Northern Irish / British Black & Minority Ethnic (BME) 20% or 53,351 B&H residents are BME…. 44% of BME residents are Non UK/British White The BME population is increasing…
A changing demographic 91.8% 8.1% English / Welsh / Scottish / Northern Irish / British Black & Minority Ethnic (BME) …just 8.1 per cent of over 65 year olds are from BME backgrounds In 2013 just over a quarter (26 per cent) of births in Brighton & Hove were to mothers born outside of the UK. One fifth of our children and young people are from a BME background
0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20% White UK/British (n=220,018) White Irish (n=3,772) Other White (n=19,524) Mixed/multiple ethnic group(n=10,408) Asian/Asian British (n=11,278) Black/Black British (n=4,188) Arab (n=2,184) other ethnic group(n=1,799) BME residents’ age profile is younger
Meeting the needs of children with EAL
Meeting the needs of children with EAL
The diversity of EAL students ► Diverse cultural and linguistic backgrounds ► Different educational experiences ► Different background experiences ► Different emotional contexts ► Transferable skills in L1 ► Part of a community or an isolated learner
A Refugee Story
Meeting the needs of children with EAL
Meeting the needs of children with EAL
Support Systems What support systems to you regularly access?
neighbours Family & friends social security library Careers advice doctors dentists school admissions housing advice banks family centres midwives health visitors pharmacies schools & colleges hospitals Some Support networks we access regularly… pre - school
Take all of these support networks away and this is how it is for our Newly Arrived families
The Diversity of EAL pupils You can find out…. Languages spoken and country they’re from Previous school experience if any Trauma suffered although parents may not be ready to share this Literacy skills in home language etc If the Newly Arrived child feels welcomed and valued this will make a significant difference to them settling quickly and becoming a happy member of the class. It is important to find out the history of the child but this is not always easy A meeting with the parents is invaluable if they speak some English. If not, and you have a bilingual assistant, then a three way meeting could happen
The voice of the child with EAL What might they say?
The Voice of the child with EAL I want my parents to know about all the things that happen at school I might want to be silent and just take things in I want people to understand my religion and not make fun of me I want you to know I can read & write in my MT I would like to share my culture with you and tell you about my country I might get cross sometimes because I can’t express myselfI want to feel safe in the playground as I can’t say if someone hurts me It helps me to have pictures and diagrams so I can understand I don’t want to be given easy work just because I can’t speak English yet …most of all I want to be treated like everyone else I am naughty sometimes because I just want to fit in
How long does it take? Me toilet go please II can balance the ball on my head without losing control of it
How long does it take to learn a new language? Superficial, conversational fluency takes about 2 years (BICS – Basic Interpersonal Communication Skills) Academic fluency can take between 5 and 9 years (CALP – Cognitive Academic Proficiency) Remodel mistakes sensitively rather than over correcting II can balance the ball on my head without losing control of it Me toilet go please
Re-modeling mistakes You went to a farm yesterday and saw some sheep? Who did you go with? Yesterday I go-ed to the farm and I see-ed sheeps I go-ed with my mum You went with your mum, how lovely. Yes I went with my mum
The Early stages of learning a language ►The silent period ►Understanding first ►Using gestures ►Echoing others ►Using common phrases e.g. ‘sit down’ Don’t worry during this stage or try to insist the child speaks as this can be stressful for them. Remember if the child is happy they will still be taking everything in and therefore learning even if they are silent (the silent stage is different from a refusal to speak as in selective mutism)
The Language Aware Teacher
What do bilingual learners need? ► To have thinking time before answering questions so they can process language ► To have home language and culture valued ► To have language modelled for them e.g. being last to speak in circle time so they can copy others ► To have opportunities to speak e.g. give questions requiring one word answers or give them a choice of answers, so child is able to join in even when a beginner ► To use language structures they can easily build on e.g. I can… / I can’t… / I like… / I don’t like… Importantly they need to feel safe enough to take risks
You can…. Create stress free situations where… language can be practiced in a non- threatening way e.g. home corner encourage games where the child can play alongside their peers use non verbal activities e.g. taking a message with a partner or giving out work so child learns names of their peers use other children with the same home language to help child feel settled, this also shows them their Mother Tongue is valued by everyone encourage child to socialise and sit with children who are good language role models and use trios instead of talk partners taking pressure off beginner Adapt activities so child is doing similar work to peers e.g. drawings related to topic that can then be labelled so they begin to learn topic language The child who feels included in the class will progress quickly
Support with Writing Provide children with story mats or writing frames to support their writing. This means even at the early stages of writing they can still access a task Give key words with pictures related to familiar stories so the EAL child can write simple sentences
The Benefits of Bilingualism ► 70% of the world live with two or more languages ► Bilingualism can have long term advantages to our brains ► Bilingualism builds a natural awareness of how languages work. It’s called ‘meta- linguistic- awareness. Children can find it easier to learn third or fourth languages ► Choosing between languages gives children greater flexibility of thinking. They can apply this to other areas. For example they can be good at problem solving. They can also be more sensitive to others from a young age ► Multilingual children can outperform monolingual children at secondary school, if their first language is acknowledged and supported alongside English. ► New research suggests bilingualism has long-term cognitive advantages. E.g. protecting against dementia in old age ► Children need to be strong in their first language or they may develop ‘limited bilingualism’ when they are not strong in either language. This ‘half half’ situation means they will lack a rich vocabulary. For example, this will affect their ability to write imaginatively when they are older Remember EAL is not a Special Educational Need but an asset
Teaching Practice Task ► What is the system for supporting children with EAL in the school? ► Find out the languages spoken in your class/ the school ► Are there any children receiving EMAS support? What do they receive? ► Identify a ‘language aware’ teacher. What strategies to they use? ► Be language aware in your lesson planning and teaching ► Look at how the learning environment supports children acquiring English ► How do the school monitor achievement of children with EAL?
EMAS, Fairlight School, St Leonard’s Road, Brighton. BN2 3AJ Tel:01273- 292521

More Related Content

Meeting the needs of children with EAL

  • 1. EMAS Ethnic Minority Achievement Service Meeting the needs of Children with EAL Sarah Berliner Christine Booth Kaneez Rahman Ethnic Minority Achievement Service (EMAS)
  • 2. EMAS – Who are we? Ethnic Minority Achievement Service We are a group of specialist teachers, teaching assistants, BLAs (bilingual assistants) and home school liaison officers who support children and their families coming in to our schools and pre-schools with limited or no English. We work in nursery settings, infant, junior and primary schools as well as some secondary schools and special schools in Brighton and Hove supporting in many different languages.
  • 3. Definitions of Terms ► Bilingual (bilingual learners) – those with a different home language to English. It does not always mean they are fluent in English. ► Multilingual – those who have 2 or more languages other than English. ► Monolingual – those who only speak one language e.g. English ► EAL – English as an Additional Language ► ESOL – English speakers of other languages (this refers to post 16 learners)
  • 4. Learning in another Language Put yourself in their shoes…
  • 5. Learning in another Language How did you feel? What helped you?
  • 6. How can you help? What can you do? A child with no English starts in your class…
  • 7. Don’t panic! . Smile, be welcoming & make an effort to communicate – gestures go a long way . Make the parents feel welcome, they will be feeling more nervous than you . Find a good buddy to show the child around the school and take care of them at playtime . Help them to learn the class routines and use visual support e.g. picture fans, Makaton symbols, visual timetables and photos . Find time to get to know the child and don’t put too much pressure on them to perform initially. Remember a child that feels welcome will settle quickly
  • 8. 23,494 10,408 11,278 4,188 2,184 1,799 Non UK/British White Mixed / multiple ethnic group Asian / Asian British Black/African/Caribbean/ Black British Arab Any other ethnic group 220,018 53,351 English / Welsh / Scottish / Northern Irish / British Black & Minority Ethnic (BME) 20% or 53,351 B&H residents are BME…. 44% of BME residents are Non UK/British White The BME population is increasing…
  • 9. A changing demographic 91.8% 8.1% English / Welsh / Scottish / Northern Irish / British Black & Minority Ethnic (BME) …just 8.1 per cent of over 65 year olds are from BME backgrounds In 2013 just over a quarter (26 per cent) of births in Brighton & Hove were to mothers born outside of the UK. One fifth of our children and young people are from a BME background
  • 10. 0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20% White UK/British (n=220,018) White Irish (n=3,772) Other White (n=19,524) Mixed/multiple ethnic group(n=10,408) Asian/Asian British (n=11,278) Black/Black British (n=4,188) Arab (n=2,184) other ethnic group(n=1,799) BME residents’ age profile is younger
  • 13. The diversity of EAL students ► Diverse cultural and linguistic backgrounds ► Different educational experiences ► Different background experiences ► Different emotional contexts ► Transferable skills in L1 ► Part of a community or an isolated learner
  • 17. Support Systems What support systems to you regularly access?
  • 18. neighbours Family & friends social security library Careers advice doctors dentists school admissions housing advice banks family centres midwives health visitors pharmacies schools & colleges hospitals Some Support networks we access regularly… pre - school
  • 19. Take all of these support networks away and this is how it is for our Newly Arrived families
  • 20. The Diversity of EAL pupils You can find out…. Languages spoken and country they’re from Previous school experience if any Trauma suffered although parents may not be ready to share this Literacy skills in home language etc If the Newly Arrived child feels welcomed and valued this will make a significant difference to them settling quickly and becoming a happy member of the class. It is important to find out the history of the child but this is not always easy A meeting with the parents is invaluable if they speak some English. If not, and you have a bilingual assistant, then a three way meeting could happen
  • 21. The voice of the child with EAL What might they say?
  • 22. The Voice of the child with EAL I want my parents to know about all the things that happen at school I might want to be silent and just take things in I want people to understand my religion and not make fun of me I want you to know I can read & write in my MT I would like to share my culture with you and tell you about my country I might get cross sometimes because I can’t express myselfI want to feel safe in the playground as I can’t say if someone hurts me It helps me to have pictures and diagrams so I can understand I don’t want to be given easy work just because I can’t speak English yet …most of all I want to be treated like everyone else I am naughty sometimes because I just want to fit in
  • 23. How long does it take? Me toilet go please II can balance the ball on my head without losing control of it
  • 24. How long does it take to learn a new language? Superficial, conversational fluency takes about 2 years (BICS – Basic Interpersonal Communication Skills) Academic fluency can take between 5 and 9 years (CALP – Cognitive Academic Proficiency) Remodel mistakes sensitively rather than over correcting II can balance the ball on my head without losing control of it Me toilet go please
  • 25. Re-modeling mistakes You went to a farm yesterday and saw some sheep? Who did you go with? Yesterday I go-ed to the farm and I see-ed sheeps I go-ed with my mum You went with your mum, how lovely. Yes I went with my mum
  • 26. The Early stages of learning a language ►The silent period ►Understanding first ►Using gestures ►Echoing others ►Using common phrases e.g. ‘sit down’ Don’t worry during this stage or try to insist the child speaks as this can be stressful for them. Remember if the child is happy they will still be taking everything in and therefore learning even if they are silent (the silent stage is different from a refusal to speak as in selective mutism)
  • 28. What do bilingual learners need? ► To have thinking time before answering questions so they can process language ► To have home language and culture valued ► To have language modelled for them e.g. being last to speak in circle time so they can copy others ► To have opportunities to speak e.g. give questions requiring one word answers or give them a choice of answers, so child is able to join in even when a beginner ► To use language structures they can easily build on e.g. I can… / I can’t… / I like… / I don’t like… Importantly they need to feel safe enough to take risks
  • 29. You can…. Create stress free situations where… language can be practiced in a non- threatening way e.g. home corner encourage games where the child can play alongside their peers use non verbal activities e.g. taking a message with a partner or giving out work so child learns names of their peers use other children with the same home language to help child feel settled, this also shows them their Mother Tongue is valued by everyone encourage child to socialise and sit with children who are good language role models and use trios instead of talk partners taking pressure off beginner Adapt activities so child is doing similar work to peers e.g. drawings related to topic that can then be labelled so they begin to learn topic language The child who feels included in the class will progress quickly
  • 30. Support with Writing Provide children with story mats or writing frames to support their writing. This means even at the early stages of writing they can still access a task Give key words with pictures related to familiar stories so the EAL child can write simple sentences
  • 31. The Benefits of Bilingualism ► 70% of the world live with two or more languages ► Bilingualism can have long term advantages to our brains ► Bilingualism builds a natural awareness of how languages work. It’s called ‘meta- linguistic- awareness. Children can find it easier to learn third or fourth languages ► Choosing between languages gives children greater flexibility of thinking. They can apply this to other areas. For example they can be good at problem solving. They can also be more sensitive to others from a young age ► Multilingual children can outperform monolingual children at secondary school, if their first language is acknowledged and supported alongside English. ► New research suggests bilingualism has long-term cognitive advantages. E.g. protecting against dementia in old age ► Children need to be strong in their first language or they may develop ‘limited bilingualism’ when they are not strong in either language. This ‘half half’ situation means they will lack a rich vocabulary. For example, this will affect their ability to write imaginatively when they are older Remember EAL is not a Special Educational Need but an asset
  • 32. Teaching Practice Task ► What is the system for supporting children with EAL in the school? ► Find out the languages spoken in your class/ the school ► Are there any children receiving EMAS support? What do they receive? ► Identify a ‘language aware’ teacher. What strategies to they use? ► Be language aware in your lesson planning and teaching ► Look at how the learning environment supports children acquiring English ► How do the school monitor achievement of children with EAL?
  • 33. EMAS, Fairlight School, St Leonard’s Road, Brighton. BN2 3AJ Tel:01273- 292521