Find out:

·     Did Andzelika learn any English in Poland?

·     Which language(s) are spoken at home?

·     Does she understand when reading to herself silently?

·     What are Andzelika’s interests?

 

Advice:

·     Andzelika might only focus on pronunciation when reading out loud. In that case advise her to practise by breaking text into short sections and answering comprehension questions.

·     If she knows how to pronounce the words, she does not need to be taught phonics.

·     Pre-teach key words and provide word lists supported by visuals.

·     Provide Andzelika with a bilingual dictionary.

·     Share the Be Bilingual leaflet with her parents.

·     Andzelika may enjoy reading in her first language in Everyone Reading in Class (ERIC) time – the EAL service can advise on where to find books.

·     Use translanguaging to support her learning. See practical advice for more information.

 

Further Advice:

·     If Andzelika does not have the vocabulary to understand the texts she is reading, teaching needs to focus on building vocabulary first.

·     Focus on essential language.

·     Immerse in class activities.

·     Do not assume that she needs to start from the beginning. Her skills are transferrable, and she might close the gap quickly in a group with her peers if they are good models of English.

 

Further advice:

Learning in 2+ Languages Sections 4 (Advice for classroom) & 5 (Assessing progress)

Bilingual Families p20 (Translanguaging), p44 (Using home language for learning), p62 (Developing Bilingualism age 6-12)

Primary Teachers’ ALDO Course (EAL Training)

HGIOS Inclusion and Equality Series Part 4: EEPBL p12, 13, 14 (Examples of good practice)

See also:

HGIOS 4

·     2.2 – Curriculum

·     2.4 – Personalised Support

·     3.1 – Ensuring Wellbeing, Equality and Inclusion

·     3.2 – Raising Attainment and Achievement

UNCRC

·     Article 12, 29, 30