An introductory welcome meeting should be held to provide information for parents and their children; through an interpreter if required. The EAL teacher can assist with this.
The Enrolment Guidelines 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.
In nursery and primary school the Head Teacher or a member of the management team, with a remit for pupil support, should manageEAL Induction and monitor pupil progress . In secondary this is likely to be the PT Additional Support Needs or the PT Pupil Care and Support.
People who speak more than one language are described as bilingual. We acknowledge that English is their second or additional language. However the term bilingual does not imply an equal proficiency in two or more languages.
We acknowledge that being bilingual is an advantage. Knowledge of concepts in L1 (native language) can be transferred to L2 (second language).
The acquisition of English as an additional language is best achieved through the normal activities of the classroom with support and differentiated tasks.
Supporting bilingual learners is the responsibility of all staff as part of an inclusive practice. The EAL Team can be contacted for support and advice.
The EAL team aims to encourage inclusive educational support for young people with EAL in primary and secondary schools through liaison with school staff.
Every young person with EAL should be supported to reach their potential in a friendly, caring environment, so that they can develop confidence, responsibility and independence in language through integration and inclusion in the mainstream.
We aim to foster good relationships within schools and encourage them to enable young people with EAL to play their part in the school community in order to be effective contributors to society.
Language for Life is about language diversity. It provides guidelines for educational establishments that are seeking to promote the confidence of bilingual children in their own linguistic ability and language use. It also considers how language diversity provides a rich resource for all learners as they explore what language is, how it is used, and how it contributes to their understanding of the world.
It is intended to be read in conjunction with Learning in 2(+) Languages .The purpose of this document is to identify good practice in supporting children who are accessing the curriculum through English as an additional Language (EAL).
Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice, and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.
This blog aims to encourage inclusive education support for learners with English as an Additional Language.