English as an Additional Language (EAL)
What is it?
“For many bilingual learners, including UK born children, their first real contact with English is when they enter nursery. Where a language other than English has been spoken at home, the bilingual child is suddenly moving to an environment where they are encountering not only a language possibly unfamiliar to them, but also different cultural and social expectations.
It is important to remember, that although new to English, bilingual children bring with them a rich and highly developed linguistic knowledge which provides strong foundations and transferable language skills. These are imperative when learning a new language. Research from across the globe unequivocally endorses the importance of speaking, developing and maintaining the home language and the vital role this plays in second language acquisition.”
“Children who frequently operate in more than one language are likely to develop a deeper understanding of how language works, enhancing their literacy skills throughout their lives as they transfer knowledge between the language systems. Children will develop the languages they will eventually use in different ways, from different influences, and at different times.
Some children are bilingual from birth; others acquire second (or more) languages later in life. Their experiences are different. The age, environment in which they learn, and the adults’ attitudes to both their first language and to their additional language acquisition play a crucial role in their experience.”
(Flynn, 2008; cited as Marsh and Hallet, 2008)
Key messages:
- Provide children with a safe, welcoming environment where they are accepted, valued and encouraged to participate.
- Gather accurate information about the child’s background and educational experiences (personal plans), engaging the skills of an interpreter where necessary.
- Ensure that the knowledge, experience and skills the child brings are acknowledged and seen as an asset to build upon.
- Ensure that parents understand the educational system.
- Develop strategies to encourage the child to feel included as part of the nursery.
- Ensure that pupils can see their languages, cultures, and identity reflected within the setting.
- Use of object signifiers, e.g. a cup to represent a drink, or visual prompts, photographs or drawings, e.g. a symbol card showing a picture of a toilet, depending on the child’s developmental stage.
Ways we can do this:
Engaging with parents: Creating a close relationship with parents and encouraging them to support in the life of the setting, e.g. reading in their mother-tongue language, providing signs and teaching practitioners essential words to support interaction with their child.
Parents’ knowledge and understanding of English can vary enormously. Even where parents can have a simple, straightforward conversation, it may be difficult to communicate more serious concerns effectively. Interpreters can play an invaluable role where the language barrier impedes communication.
Role of Practitioners: Practitioners are trained to recognise and respond to the stages of second language acquisition. Children are given time to feel settled, safe, secure, accepted and comfortable; GIRFEC guidance and nurture principles guide this.
Practitioners use the child’s name and make eye contact to focus on key information. They repeat keywords and encourage the child to repeat them; use key visuals (objects or images depending on developmental stage) to reinforce understanding. Practitioners praise and promote efforts to build self-esteem and celebrate the individual.
Practitioners include children in the daily life of the setting within play activities, encouraging them to engage with other children and provide the language needed, e.g. when playing, reading, singing songs, and nursery rhymes.
Practitioners use bilingual Additional Needs Assistants and volunteers to help bridge the gap between English and the home language.
Resources: Signage supporting English and home languages accompanied with images to reinforce is visible throughout the setting.
Access to books and recorded stories in home languages are available within the setting.
