CY POP 23 and Unit 302:

1. CY POP 23 and Unit 302: Support the speech, language and communication development of children who are learning more than one language

2. Learning Outcome 1 Understand the speech, language and communication assessment process for children and young people who are learning more than one language

3. Activity 1aIntroduction As a group, discuss any experiences you may have of being in a situation where the language used is unfamiliar. • How did this feel? • What helped? Then discuss why it is important to find out about the languages children and young people in your setting know and use

4. Activity 1aPossible answers

5. Finding out about the languages in your setting People Paperwork Check admissions papers or previous records the child brings Record the information in the child’s record Update this as necessary Keeping a central record helps settings get an overall picture • Ask the parent/carer • Ask the child • Gain information from siblings • Ask colleagues in your setting • Remember to find out if there is a dialect present

6. Collecting information on use of languages at home and in your setting • Need to think about the differences between knowing a language and using it • Need to collect information about how a child or young person uses BOTH or ALL of their languages • There should be a process for collecting information and a format for recording it

7. What information do we need to know? • What is the child or young person’s main language? • When were they exposed to English? • What is the main language spoken at home? • Is English used at home? • Do any siblings use English? • What languages does the child or young person understand? • What languages do they speak? • What languages do the parents speak? • What dialect is used?

8. Different ways to find out about the languages a child is using • Observe the child or young person in different situations and contexts • Discuss with parents • Information from other professionals • Carry out a specific activity with the child or young person • Ask the child or young person what language they prefer to use

9. Speech, language and communication needs – quick reminder… • Most children follow the expected pattern of development for their speech, language and communication at the expected times. Some, however, do not. These children are described as having speech, language and communication needs.

10. Activity 1b Quiz

11. Activity 1bQuiz answers

12. Learning more than one language and SLCN • “A child must not be regarded as having a learning difficulty solely because the language or form of the language of the home is different from the language in which he or she will be taught” • A child or young person who has limited use of English should not be considered to have a SLCN if the communication pattern reflects their limited experiences in using the English language.

13. Learning more than one language and SLCN • Some children who are learning more than one languagewillhave SLCN. • This is not because they are learning more than one language, but because developing speech, language and communication skills is difficult for them whatever the language • These children would have difficulties whether they were learning 2 languages or one • It is really important, but can be quite tricky, to identify these children's needs

14. Speech, language and communication needs (SLCN) • It is important to identify if a bilingual child has a SLCN. • Early identification and assessment are essential to support the child in their setting and at home. • There are some key things to look out for, both in terms of their language skills and in other areas too

15. Key points to look out for

16. Assessing and monitoring speech, language and communication Formal assessment Informal methods (eg) Early years Foundation Stage profile Observation Checklists Assessing pupil progress • Give you specific data • Often standardised – have to be completed in the same consistent way; enable you to compare one child with another • Examples: British Picture Vocabulary Scale, Renfrew Action Picture Test

17. Activity 1c:Assessing and monitoring communication in your setting • In small groups, consider the following questions: • Are formal assessments used in your setting? • What are they? • Are these standardised assessments? • What informal methods do you use to check on a child or young person’s progress in communication?

18. Activity 1c Assessing and monitoring communication Formal assessments Informal methods

19. Formal assessments • The majority of formal communication assessments and screens in the UK (with the exception of Wales) are mainly standardised on English-speaking children. • The results will not be valid because the norms that have been developed are for English speaking children and not for children with two or more languages present. • There may also be cultural and linguistic differences

20. Activity 1d:Possible issues with using formal assessments • Look at the following statements about the possible problems of using formal assessments where children are learning more than one language • Decide which of these are specific to children learning more than one language and which may be issues for any child.

21. Activity 1d Possible issues with using formal assessments

22. Activity 1d – possible answers

23. Challenges for the new arrivals • Learning an additional language • Difficulties in managing the transition to a new country/cultural shock • Feelings of insecurity or trauma due to prior experiences • Isolation and lack of friends and family • Separation from one or both parents, general changes in family situation • No previous educational or worldly experiences • Feeling misunderstood, unvalued, or alienated

24. Portfolio activity 1.1 • A child or young person will be joining your setting shortly. • Outline how you will find out which languages they know or use. Explain how you will find out how they use their languages both at home and in your setting. • You can use one of the children described in the case studies or a child or young person you already know if you prefer.

25. Transfer into practice 1 • Identify one thing which you feel has been particularly interesting or useful • Identify one thing in your practice that you will change as a result of what you have learned • Comment in your portfolio on how it changes your practice and what the outcome was for the children you are working with

26. Learning outcome 2 Understand the cultural issues of assessing and supporting the speech, language and communication development of children and young people who are learning more than one language

27. What is bilingualism? • Bilingualism is: “individuals or groups of people who acquire communicative skills in more than one language. They acquire these skills with varying degree of proficiency, in oral and/or written forms, in order to interact with speakers of one or more language at home and society”. • Bilingual is used to refer to those children who have access to more than one language at home and at school. It does not necessarily imply full fluency in both or all of their languages.

28. Types of bilingualism • Simultaneous: Two languages are learned at the same time. • Sequential: One language is learned first and then another • Additive: An additional language is learned without losing skills in the first. • Subtractive: Skills start to be lost in the first language whilst learning the additional language • Passive: The language is heard in the environment e.g. TV, radio or other people speaking but the language is not directly spoken to the child.

29. Advantages of being bilingual

30. Activity 2a:The advantages of being bilingual • Work in small groups • Choose one of the advantages of being bilingual. Find out more information about this advantage. • Share your information with other groups

31. What is culture? Culture is the shared that make up the way of life of a social group or society

32. Integrating cultural and linguistic diversity to support speech, language and communication 1

33. Integrating cultural and linguistic diversity to support speech, language and communication 2

34. Activity 2b:Integrating cultural and linguistic diversity to support speech, language and communication In a pair, think of ways in which your setting currently integrates cultural and linguistic diversity. How does this support speech, language and communication?

35. The importance of using culturally appropriate materials and approaches • The child or young person may feel more confident • You will gain a clearer picture of a child’s skills if they have familiar materials and approaches • With support from others, you may also gain a clearer picture if there are difficulties in the child’s development of their home language • It will support effective inclusion • It will help other children and young people learn more about different cultures and language

36. Resources, materials and approaches • Resources may need to be adapted to take account of child/young person’s culture and their language • This will enable children to access activities, materials and opportunities • Resources might include: books, materials, equipment, toys etc • As well as looking at resources, it’s important to make sure the environment of the setting also reflects different cultures and languages • Other professionals may be able to support greatly with this area

37. Some ideas for adapting resources Reflect different language and cultures through using diverse • Real objects and props • Examples and scenarios • Vocabulary and names • Pictures, symbols, photographs • Translated materials • Words to support language learning

38. Portfolio task 2.1 Design a poster for your setting explaining: • What bilingualism is • What the advantages of bilingualism are

39. Portfolio task 2.2 Develop a leaflet for your setting focusing on the importance of culture in supporting speech, language and communication development

40. Activity 2c Use one of the suggested resources or one from your own setting if you prefer. Identify the ways it has been adapted to support children and young people whose home language is not English Suggest any other ways it could be developed further Share your resource and your thoughts with your group.

41. Learning Outcome 3 Be able to work with parents of children and young people whose home language is not English

42. Advising parents on speech, language and communication development

43. General advice • Give plenty of time for a child to respond • Model the right way instead of correcting the child • Don’t ask too many questions, rather comment or use open questions, like ‘tell me about your day’ • Make time for communication every day – have a quiet time in the day where distractions are minimised • Get the child’s full attention when you are talking to them • Build on what children say • Use every day routines and activities to practise communication skills • Explain phrases and words a child doesn’t understand • Model good listening and make time to listen to them

44. Advice for Parents/Carers of bilingual children  • It is important that you continue to use all languages introduced to the child. • Do not be concerned about mixing different languages in one sentence. This is natural for a bilingual speaker. • Be consistent in your choice of words to name objects in a particular sentence. If you are using a word in one sentence do not refer to that word in the additional language in the same sentence. • The focus should be helping the child feel successful in giving and receiving a message. Continue speaking your chosen language/s to your child even if he or she speaks back to you in a different language. If the child responds the message has been understood.

45. Advice for Parents/Carers of bilingual children 2 • Use short phrases with lots of gesture and facial expression, as well as expression in your voice. This will help the child understand the meaning behind the words. • Encourage your child’s attempts to communicate in either language, giving lots of praise. • Use nursery rhymes and stories from any culture/language.

46. Approaches to supporting parents There are many different ways to support parents in promoting speech, language and communication development It is important to consider different factors when choosing the most effective ways to work with parents. These must include: • Factors to consider for any parent • Specific factors to consider where children are learning more than one language

47. Activity 3aApproaches to supporting parents Look at the examples of some different ways you can work with parents to promote speech, language and communication development. Identify any other ways you would use in your setting Think of possible issues which may be particularly relevant for parents of children who are learning more than one language Identify possible solutions for any issues you have identified

48. Approaches to supporting parents

49. Adapting language and resources for parents Adapting language and resources for parents can support parents: • To be and feel included • To access information • To be fully involved

50. Adapting language and resources • Keep written information clear and simple • Use pictures and symbols • Ensure different cultures are represented in resources and materials • Think of alternatives to written information • Use translation and interpreting services • Ask for parents’ feedback