This is a PowerPoint presentation made by Russian Primary pupils. Click on the link below to download it.
It seems that some external factors such as race, culture, religion and family we are born into define us. However, despite of our individual identity we all share the need to belong.
Belonging generates a feeling of acceptance and connection.
In Angus schools we have a diverse community of nearly 700 pupils with English as an Additional Language (EAL) and about 37 languages spoken by them collectively. We all learn from each other and this makes the environment in the schools vibrant and exciting.
The EAL Parent Group has offered support to the class teachers, as well as to the children an opportunity to learn how to sing Head, Shoulders, Knees and Toes in POLISH.
Głowa, ramiona, kolana, piety(Polish)
Głowa, ramiona, kolana, piety,
kolana, pięty, kolana, piety.
Głowa, ramiona, kolana, pięty,
oczy, uszy, usta, nos!
Head, Shoulders, Knees, Heels(English)
Head, shoulders, knees, heels,
Knees, heels, knees, heels.
Head, shoulders, knees, heels,
Eyes, ears, mouth, nose!
Definitely this learning experience provided an opportunity to all pupils a wider sense of community and belonging. It links to Polish language, culture and their community. Besides, we had lots of fun and it was a good exercise for everyone.
2016 THE CHINESE YEAR, THE YEAR OF THE MONKEY.
Our pupils in P5 welcomed the New Year with a lovely visit of a Chinese mum, who kindly introduced us to the Chinese culture.
“The pupils were amazed at the intricate Chinese characters and had the chance to test their memory in a matching pairs game. It was lovely to see them trying to work out the word for ‘dog’ by seeing the image of a dog in the character. ‘How can you learn such difficult writing?’ – they asked. And so many more questions and such a joy in the eyes of our new Chinese student in P5 as she shared her culture and her family.” EAL Teacher – Anne Goldie.
Mum left the school with a big smile – “I really enjoyed being in the class, speaking to the children and sharing my Chinese culture with them. Thank you so much!’ Lily Artur.
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.
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.
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.
It is a good way to introduce the new pupil and encourage everybody to try the pupil’s first language.
ACCESS THE CURRICULUM
Encourage the pupil to use their first language.
Plan a variety of group activities that promotes engagement and participation of everybody in the classroom including the new arrival.
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.
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.
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:
*using visual displays;
*being aware of language demands;
The mission of the International Children’s Digital Library Foundation is to promote tolerance and respect for diverse cultures by providing access to the best of children’s literature from around the world.
I invite you to explore this library. It is great!!!
The EAL team supports Primary and Secondary schools in Angus, based on the national document Learning in 2 + Languages.
Following the 5 Stages of English Language Acquisition, the team prioritises those at Stages 1 and 2. The support and advice may be provided for those at Stage 3 onwards through a collaborative programme with schools. This will be recorded using the EAL Support Agreement Form’ as the implementation of good practice in schools.