Infomation

LATEST EAL NEWS AND REPORTS

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Importance of EAL in a recent Scottish Government report ‘ Language Learning in Scotland : A 1+2 Approach’

A Language Working Group was set up by the SNP Government to take forward  their manifesto pledge to implement in schools the EU 1+2 model of plurilingual citizens. It contains reference to EAL (see below).It also includes a  recommendation that student teachers should undertake some study of pedagogy associated with additional language learning.

English as an additional language

9. It is recommended elsewhere in this report that a 1+2 languages delivery will mean substantial enhancement of the role of EAL within schools and staff working within EAL will be central to 1+2 delivery. This will involve both qualified teachers and support staff working within EAL . Much important work has already been undertaken in Scotland in delivery of EALand in developing the qualifications and roles of staff working within the sector. However, it is a service which is itself frequently vulnerable at a time of budgetary reductions. The Group is of the view that EAL work and delivery should be incorporated within a policy of 1+2 delivery in schools and should be protected and developed as part of the roll-out of that policy.

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

e-learning, Writing

Type Anything in a Foreign Language

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This page http://www.typeit.org/ allows you to easily type the characters of different languages without a specific keyboard. You can edit your text in the box and then copy it to your document, e-mail message, etc.
Features
  • Handy keyboard shortcuts that take zero time to learn
  • Switch between character sets while typing
  • Choose boldface, italics, font face and other formatting
  • Your text is automatically saved in case you exit by accident (in Firefox/Chrome)
Listening, Reading, Speaking, Writing

Collaborative Learning

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Collaborative Learning Website is designed for speedy access to resources.
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.

This blog aims to encourage inclusive education support for learners with English as an Additional Language.

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