Find Out:

·      Information about Sally’s first language and previous education, including her achievement across the curriculum.

·      Details of any additional support needs. This may include experience of trauma.

·      If there are any culturally specific needs (food, religion and clothing).

·      About hobbies and interests so that Sally can be part of school clubs, improving social interaction.

 

Advice:

 

Curricular support

·      Access information on Sally’s first language and training on EAL.

·      If literate in her first language, Sally will be able to access SQA Assessment Arrangements when she begins to sit formal assessments. It is important that she learns how to make best use of a dual language dictionary. Contact the EAL Service for support in finding an exam suitable word-to-word dual language dictionary and translated word lists/glossaries.

·      Focus on essential language and offer some key phrases cards/widgit symbols to support essential communication.

·      Provide visual examples of the expected format for any work so that Sally can clearly see what is expected.

·      Immerse Sally in class activities.

·      Make use of clear visuals to support learning

·      Provide a laptop/iPad for the use of visuals and translation support (Click the technology link to see guidance on using translation apps)

·      Allocate some PSA time to support access to the curriculum when possible.

·      Do not force Sally to sit/perform tests if she is not ready and remember: Assessment results do not take account of the disparity between a pupil’s cognitive ability and their English language development. This is particularly important when grades are used to make decisions about setting, grouping or programme planning (p5 Learning in 2+ Languages Ensuring Effective Inclusion for Bilingual Learners, LTScotland 2005)

·      First language skills are transferrable, and if Sally already has experience of a subject she might close the gap quickly in a group with her peers if they are good models of English.

·      Bear in mind that the curriculum may have been different in Sally’s home country, and she may have covered topics in a different order, missed some topics or learned a different way of doing things e.g. different mathematical notation.

·      Remember about “Social English” versus “Academic English” timing. Pupils may have good spoken social English and seem like they will be fine with the curriculum, but they may not yet have cognitive academic language proficiency which can take up to anything from 5-11 years to acquire.

·      Be aware that bilingual students are likely to be very tired at the end of the day. Sally may need a short break, particularly in lessons with a lot of language demands such as history, modern studies and English.

·      You can find further advice in the curriculum, strategies sections and subject strategies sections.

 

Support beyond curricular

·      Pair Sally with a “buddy” from the beginning to support her with school routines.

·      Ensure the buddy has good communication skills, is a good model of English and is friendly and outgoing.

·      If there is another pupil with the same first language in another class, introduce them to each other.

·      Support Sally’s family to become involved in her learning and in the life of the school. If required, this may involve requesting an interpreter to speak with parents to have a chat about how they can support their child’s learning. Parental involvement and engagement may be understood differently by parents/carers depending on their previous experience of education.

·      Check religious/cultural background and be aware of any significant moments in the year.

 

 

Subject choices

Sally will soon have decisions to make about subject choices.

·      With the support of an interpreter, Sally should be supported to understand her options.

·      Sally may well have some knowledge of social English; however, she should be able to transfer her knowledge of science, maths and perhaps other subjects.

·      Subject choices:

o   Consult with the EAL Service to offer ESOL as an option if available instead of mainstream English (ESOL assessment to determine level)

o   Avoid content bound subjects such as Modern Studies or History -instead Geography is recommended. *Some pupils may cope with the content bound subjects but typically they can be challenging.

o   Choose “more practical” subjects such as Art, Music, PE, and Technology.

o   Science is often a good choice. (Check what previous knowledge the student has). The same applies to Maths, Chemistry and Physics.

o   Be aware that even with the less language-based subjects, the English literacy demands of assessment questions can still be a barrier.

o   Modern Languages are also suitable – Bilingual learners have already built many of the skills necessary for learning a language.

 

 

Further advice:

Learning in 2+ Languages 4 (Advice for classroom)

Bilingual Families p15 (Common Underlying Proficiency), p20 (Translanguaging),  p27 (Multilingual children with a migration background), p44 (Using home language for learning) (Guidance still helpful for senior pupils)

Secondary Teachers ALDO Course (EAL Training)

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

See also:

HGIOS 4

·      2.3 – Learning, Teaching and Assessment

·      2.4 – Personalised Support

·      3.2 – Raising Attainment and Achievement

UNCRC

·      Article 12, 28, 29