It provides interesting ways for children to learn in classes, where many different languages are spoken, and where children are learning English while accessing the whole curriculum.
There are examples of EAL friendly group talk activities that will benefit all children, while at the same time provide scaffolding for learning English.
Collaborative activities are vital for children learning English, but at the same time other learners benefit in many ways. They are good for developing sustained shared thinking, and also help retention of information through pleasurable repetition. They provide opportunities for all the children in a class to work with every other child at some point during the week. Children new to English need exposure to visually stimulating collaborative talk activities in short sessions throughout their learning, if they are going to be able to draw on their prior knowledge and skills.
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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.
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.
This blog aims to encourage inclusive education support for learners with English as an Additional Language.
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