Tag Archives: Assessment

English as an Additional Language

Collaborative Learning and Assessment

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This session has seen a collaboration between secondary schools in Angus in regard to Higher ESOL speaking and listening assessments. We were able to link students from different schools to  take part in a discussion for 8- 10 minutes. The students, one from Poland, the other from Pakistan looked at the assessment question and had time to discuss together what to include and how they would conduct the discussion.

It proved to be a very successful assessment and both students did well.  This was a very good combination as it really drew out both of the candidates as they were able to both support and encourage each other and keep the conversation fluid and easy.

The idea behind this combination of schools was to provide an environment where both students were comfortable and, as was the case here,  these were the only two students from both schools doing Higher.

In the coming academic session we hope to collaborate throughout the year and share our students and experiences.

By Anne Goldie – EAL Teacher

 

EAL Support, Health and Wellbeing

FEW STEPS FOR INCLUSION OF A NEWLY ARRIVED BILINGUAL PUPIL

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ADMISSION

The school management team can organise  an enrolment meeting with the EAL coordinator, an interpreter, and a family member to welcome the new pupil. The aim is to gather vital personal information and identify the pupil’s needs.

ASSESSMENT

Assess and record first and English languages development on arrival and again at the end of the induction programme, when the pupil will have settled in.

HOW TO MAKE A FRIENDLY VISUAL TIMETABLE

It is important to adopt a consistent  and appropriate symbol system  according to the age  and stage of language development of the new arrival,  such as photos, pictures or drawings with words.

imageThe cards above are displayed on the pupil’s desk from left to right, but they can also be displayed on the board from top to bottom.

TOUR IN THE SCHOOL

The pupil will be glad to visit key locations such as the classroom,  the toilets and the lunch area.  A peer who speaks the same language of the new arrival can be very supportive and explain the school routine.

PROMOTE A SENSE OF BELONGING

Label a tray or a locker as well as a place to hang their coat with his or her name.

A PLACE IN THE CLASSROOM

Pupils with EAL need good role models, face the class teacher and the board.

CIRCLE TIME

It is a good way to introduce the new pupil and encourage everybody to  try the pupil’s first language.

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ACCESS THE CURRICULUM

Encourage the pupil to use their first language.

COLLABORATIVE ACTIVITIES

Plan a variety of group activities that promotes engagement and participation of everybody in the classroom including the new arrival.

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WRITING IN THE FIRST LANGUAGE

Encourage the learner with EAL to write their work in their first language if literacy skills in their first language is developed.

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READING

When possible provide dual language books with visual support as well as a dictionary or electronic translator and pair the learner with a fluent peer for reading.

MATHS

Pupils with EAL can do maths at the same rate as other pupils of their age. Ensure that there is an effective learning environment by:

*giving demonstration;

*using visual displays;

*being aware of language demands;

 

 

 

EAL Support, Infomation

EAL Assessment

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“3.2 Children for whom English is not their home language

The communication skills of children for whom English is not their home language are not homogeneous. These children will be at different stages of learning English and one or more other languages. Learning English as an additional language is not a special educational need. Practitioners need to find out as much as they can about a child’s prior language experience and any education experienced elsewhere. Parents and carers, as the first educators, are an important source of information.

Underpinning the EYFS Profile assessment is the understanding that language is central to our sense of identity and belonging to a community, and that linguistic diversity is a strength that is recognised and valued.  Practitioners may need to share with parents the understanding that a child’s home language development will help them learn English.

Parents also need to know that it is perfectly acceptable, even desirable, for the child’s home language to be used in the school or setting. Practitioners will need to observe the child over time and raise questions with the parents, and/or bilingual support assistants, to be confident about what the child knows and understands.

There are three aspects specific to the assessment of children for whom English is not their home language:

·         development in their home language

·         development across areas of learning, assessed through their home language

·         development of English

Within the EYFS Profile the early learning goals for Communication and Language, and for Literacy, must be assessed in relation to the child’s competency in English. The remaining ELGs may be assessed in the context of any language – including the child’s home language and English.

This has implications for provision. The principles of good practice for children learning English are the principles of good practice for all children. Children must have opportunities to engage in activities and first hand experiences that do not depend solely on English for success, and where they can participate in ways that reveal what they know and can do in the security of their home language. For children to grow in confidence, and hence demonstrate their embedded learning, their environment must reflect their cultural and linguistic heritage and their learning be supported by a wide range of stimuli and experiences.”

Early Education

The British Association for Early Childhood Education

www.early-education.org.uk

EAL Support

Referral to EAL Service

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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.