Why is the pupil making little or no progress?
The pupil may be making little or no progress because his/her academic English is not adequate to meet the language demands of the curriculum. It is necessary to consider how long the pupil has been learning English , How many years of formal education has the pupil received through his /her first language in the home country, is the pupil literate in their first language, how well does the pupil function using his/her first language
The pupil may be making little to no progress because of environmental factors that are hindering learning: one that provides the necessary pre- requisites for an all inclusive environment, in which the pupil feels safe, settled and valued
The pupil may be making little to no progress because he/she may be experiencing learning difficulty in any of the following areas:
Communication and interaction; cognition and learning; behavioural, emotional and social development; sensory and/or physical.
Why do fluent speakers struggle with writing?
Fluent EAL (English as an Additional Language) speakers often struggle with school writing because conversational fluency is very different from the complex demands of academic writing. Students may develop Basic Interpersonal Communication Skills (BICS), which makes them seem fully proficient in everyday talk, within about two years. However, developing Cognitive Academic Language Proficiency (CALP), which is needed for formal school tasks, can take five to seven years or longer. Academic writing demands grammatical accuracy, complex sentence construction, and logical transitions between ideas, which can be challenging to master even for native speakers.
How long does it take to develop social language?
An EAL learner typically takes between six months and two years to develop social or conversational language skills, known as Basic Interpersonal Communication Skills (BICS). This is much faster than the time needed for academic language proficiency.
Social language skills are those used in everyday, face-to-face interactions, such as on the playground, during informal conversations, or when communicating basic needs. This type of language is described as context based and cognitively undemanding, meaning it’s supported by social cues like gestures, facial expressions, and immediate surroundings, making it easier to pick up quickly.
How long does it take to develop academic language?
An EAL learner typically takes five to seven years, on average, to develop full academic language proficiency (Cognitive Academic Language Proficiency, or CALP) at a level comparable to their native English-speaking peers.
This timeframe is significantly longer than the six months to two years it takes to acquire conversational or social language skills (Basic Interpersonal Communication Skills, or BICS).
Why doesn’t my EAL learner speak?
An EAL learner’s silence is a common and normal part of language acquisition, and it is usually not a cause for concern. This phase is often referred to as the “silent period,” during which the learner is actively listening, observing, and processing the new language before feeling confident enough to speak.This is a natural, initial stage of language learning where the child focuses on comprehension (listening and understanding) before production (speaking). This period can last for several months and is a sign of active internal learning, not disengagement.
How to know if an EAL learner has Additional Support Needs?
Determining if an EAL learner has Additional Support Needs (ASN) requires careful observation and a systematic approach. The key distinction is whether the challenges persist even after providing appropriate EAL support and across tasks that do not rely on English proficiency.
Signs that a struggle may be due to an underlying learning difficulty rather than just a language barrier include:
- Difficulties persist in their first language
- Struggling with non-verbal tasks
- Lack of progress despite targeted EAL support
- Difficulties across multiple areas
- Concerns from parents or previous educators
Why is my EAL learner very physical?
An EAL learner’s “physical” behavior, which might manifest as being disruptive or withdrawn, is often a form of communication driven by frustration, anxiety, and the inability to express themselves verbally due to the language barrier. It is a way of signaling needs or emotions when words are unavailable.
Why is my EAL learners mixing languages?
Language mixing, also known as code-switching or code-mixing, is a completely normal and positive part of bilingual language development and is not a sign of confusion. Rather than seeing it as an obstacle, you can view code-mixing as a valuable communicative tool that shows the child is actively working through their learning process. The most common reason is that the learner may not know or be able to quickly retrieve a specific word or phrase in English, so they borrow the word they know in their first language to keep the conversation flowing. This is a resourceful strategy to express a complete thought.
Who is eligible for ESOL qualifications?
According to SQA, if a learner has been receiving English as an Additional Language (EAL) or English for Speakers of Other Languages (ESOL) support continuously since they started their secondary education in Scotland or the wider UK, this would be an indicator that an ESOL qualification may be appropriate. However, if they have not been receiving such support, or the support they have been receiving is not related to English being a second/other language, National Qualifications (NQ) in ESOL would not be appropriate.
Candidates who are successfully following a programme of study in National 5 or Higher English must not be presented for ESOL.
Should the EAL learener study another Modern Language?
Research shows that even children don’t confuse their languages, no matter how early they start learning. Once learners know a second language, it’s easier to learn a third, or
even fourth. Scientific studies also show that learning another language helps children
understand that different people have different points of view. So learning a language
together in class also helps to develop children’s social skills.
My two-year-old child is not speaking yet in either language – what is wrong?
Bilingual children often start talking a bit later than other children. Most will catch up soon. If the delay carries on, ask a specialist for advice.
Can multilingualism cause developmental language disorder?
»NO!« Both monolingual and multilingual children are equally affected by developmental language disorder. Language acquisition is not hindered by multilingualism!
Do EAL learners get extra time in exams?
Can an EAL learner be exempted from tests?
