With a high proportion of children learning English as an additional language, the schools can place high value on speaking and listening. It should include visual resources.
The children should have a chance to demonstrate what they can do in a variety of situations, in both structured and playful atmospheres.
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All practitioners should value linguistic diversity and provide opportunities for children to develop and use their home language in play and learning. This is part of respecting each child’s cultural background and help pupils settle in.
The home languages should be acknowledged and valued. Attempting to learn a few words or phases would be beneficial and parents would usually be very happy to assist in this.
Children should have the opportunity to express themselves and access dual language materials. Otherwise three or four years of language development can be easily disregarded. Research has shown that learning another language can greatly enhance thinking skills.
Maintaining and developing L1 (first language) skills will not hinder the acquisition of English. Skills learned in one language are transferable to another.
Parents should be reassured that maintaining and developing the home language will support learning English. Children benefit from bilingualism.
The following procedures are recommended to schools at the time of enrolment of a bilingual learner. This information is designed to ensure effective communication between parents and schools.
*Refer the child to the EAL Team.
*Make arrangements for an interpreter to be present at the enrolment meeting, if necessary.
*Follow school admission procedures.
*Confirm the first language of the child and parents/carers.
*Request details of previous schooling and copies of any school reports, documents and/or certificates. This should include passports, inoculation records and details of hearing and eye tests.
*Request an estimated level of literacy in first language and in English.
*Gather information regarding dietary requirements and/or special health conditions.
*Register with local Doctor.
*Discuss preferred communication between school and parents/carers.
*Request information on any break in education and concerns.
*Request information on religious and cultural issues.
*Request information on any possible restrictions to school activities, e.g. festivities, celebrations, sports, visits, excursions, trips, etc.
*Request details of an emergency contact (English speaker such as friends, relatives, neighbours).
*Request information on the length of time in UK.
*Provide information on the school routine; when it starts and ends and lunch times.
*Provide information on attendance at classes and notification of absence.
*Provide information on lunch and snack arrangements.
*Provide information on collecting children.
*Provide information on school outings and the process of giving consent.
*Provide information on the ways in which parents are asked to support the school ethos.
*Provide information on ‘English for Speakers of Other Languages (ESOL)’; these are free sessions available for adults within local CLD (Community Learning and Development).
The EAL Teacher will carry out an EAL Assessment . Following this, the EAL Teacher will liaise with school staff to discuss the level of support required and arrange to meet with the parents if necessary. Where additional targeted support is required, other than that provided by the EAL teacher, an IEP (Individualised Educational Programme) should be prepared.
The EAL input provided is subject to ongoing monitoring and regular review by relevant school and EAL staff.
Recognise the prior achievement of all children and their families and their contribution to school life and ethos. It should be ensured that an age appropriate placement is made in line with Authority procedures.
Language Line is an instant telephone interpretation service, adopted by Angus Council (for use in an emergency or for brief meetings telephone: 08452 777 778).
Anti-bullying policies and procedures for the reporting of racist incidents should be followed to.
Ensure that all pupils admitted to school from another country become registered with a doctor.
Use the appropriate HMIe Quality Indicators to ensure equality of opportunity for bilingual pupils to access the curriculum.
The schools should inform parents about:
School policy documents, pupils timetables, parents’ meetings, school events and other regular school activities
