Sarah Thompson Steven Donohue EAL Advisory Teachers, EMAS Team.

1. Caroline Bell Karen Halden Yvonne Pike Jane Provis Rachel Schendel Early Years Inclusion Team Sarah Thompson Steven Donohue EAL Advisory Teachers, EMAS Team. Strategies for the inclusion of children who are beginning to learn English as an additional language (EAL) Summer 2014

2. Housekeeping • Fire drill • Mobile Phones • Confidentiality • Questions – please ask!

3. By the end of the session you will have: • Have gained an understanding of the expected progress and stages of learning for EAL learners in the early years foundation stage. • Feel more confident about working with children beginning to learn EAL and to acquire strategies to ensure your environment and curriculum is more inclusive. • Have learnt how to maximise opportunities for the development of EAL. • Have found out more about the many benefits of being a bilingual learner.

4. What do EAL learners need? • Comprehensible input – where meaning is made clear, through the use of actions or pictures • A stress-free environment – where the learner is able to take risks • The right to be silent – time to listen to the language before attempting to speak it (Professor Stephen Krashen, Department of Linguistics, University of California)

5. Top 20 Languages in Wiltshire Schools (Dec 2012) (Figures in brackets = October 2011)

6. EAL learners in Wiltshire schools

7. EAL Learners by Year Group (Dec 2012)

8. Definitions

9. What is an EAL learner? A pupil whose first language is a language other than English • A first language other than English should be recorded where a child was exposed to the language during early development and continues to be exposed to this language in the home or in the community. If a child was exposed to more than one language (which may include English) during early development the language other than English should be recorded, irrespective of the child's proficiency in English. • In the case of an older pupil who is no longer exposed to the first language in the home, and who now uses only another language, the school should consult with the pupil or parent to determine which language should be recorded. • Data and Statistics Division, School Census 2012 for Primary Schools (including Academies) in England Preparation and Guidance, DfE

10. An EAL learner may be …… • A new arrival from another country with minimal English, and who may or may not have previous experience of education • A new arrival from another country who already knows some English • A child who arrived several years ago from another country and appears to be fairly fluent in English • A child who was born in the UK but who uses another language at home, possibly in addition to English

11. What do EAL learners need? To learn English To feel positive about their home language and culture

12. Maria Kamal ‘talking from experience’

13. What happens when a child learning EAL arrives in your setting? • Discuss in groups: • Admin procedures • Introductions to staff • Meeting their peer group • Parents • Welcoming on the first day • Getting over the Language barrier • Environment

14. Welcoming a new EAL learner

16. www.collaborativelearning.org

18. Living Together Learning Together

19. What are they on about? • Since that time, she has really blossomed! • He’s settled in really quickly now, as a result! • The others were in awe! • She was the expert! • All the children were excited and motivated! • My friends were impressed • I felt like a teacher! • We felt very clever! • I was shy to show my talent but now I’m really proud • I could show that I wasn’t an idiot • We should do more of this!

20. What are the advantages of being bilingual? It helps to affirm identity and allows inter-generational communication with family and community First language can be used to teach and reinforce concepts First language can be used to preview things coming up Bilingual individuals are less likely to develop Alzheimer's disease Learning more than one language as a child increases brain grey matter production Learning one additional language makes learning the next one easier because pupils already know how language ‘works’ Bilingual pupils can take GCSEs in their first language Increased employment opportunities and a global outlook Translating one word or sentence can unlock understanding and access to learning Bilingual individuals are better at creative thinking and problem solving emas@wiltshire.gov.uk

21. www.cilt.org.uk

22. Making input more comprehensible... • Collaborative learning and games • Gesture • Intonation • Repetition • Child’s first language • Child’s experience • Real objects • Pictures • Video and TV • Drama • Role play • Labels

23. Early Years Inclusion team …

24. Play Strategies: • Running Commentary • Inclusion in small groups with other children. • Use of varied questions. • Inclusion of other children as the focus in the conversation. • Use of their first language.

25. Play Strategies (cont...) • Acceptance of non-verbal responses. • Expectations to respond with repeated words and/or counting. • Structuring of planning to encourage child-child interaction. • Provide activities which reinforce language practice through role play. (Clarke, 1992) extract from The Open University 2012

26. Early Years Foundation Stage (EYFS) & Assessment

27. Three Aspects: • Development in the child’s home language • Development across areas of learning assessed through the child’s home language • Development of English

28. DVD Clip

29. Learning an Additional Language Is learning a second or additional language the same as learning a first language?

30. Similarities: • Learners begin with ‘telegraphic’ speech relying mainly on content words • Gradual approximation to standard forms of grammar • Reliance on chunks of language and routine phrases • Substitution of language as it is acquired • Learning through interaction with others

31. Differences • The quality, quantity and density of interactions with an adult who is tuned into a child’s language needs • The difference in cognitive level: experience in first language • Expressing concepts that are already familiar • Much shorter time-span to learn additional language- extra pressure and stress

32. EAL and language delay “If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay.” EYFS statutory framework

33. EAL and language delay Is the child in the “silent period”? What do parents report about language use at home? Can the child talk to Mum or Dad about what they’ve done this morning? Can they respond to multipart instructions in first language? Can they describe a picture?

34. Culture

35. Culture • Ethnicities of children within a setting can be diverse • Environment must echo children’s own positive experiences • Role play, cookery, celebrations and visits to special places or events linked to their cultural experiences • Begin play and exploration with things which are familiar and build new knowledge and learning • Relationship with parents is crucial

36. Culture (cont...) • Language is central to our sense of identity and belonging to a community • The native language is the language of bonding. • Linguistic diversity is a strength that is recognised and valued.

37. Working in Partnership with Parents • Parents are children’s first and most enduring educators. When parents and practitioners work together in an early years’ setting, the results have a positive impact on children’s development and learning (EYFS 2.2 Positive Relationships) • When languages other than English are dominant at child’s home, it is important to find out about the language experiences of the child and talk to the parents about how you can mutually support the child to develop their language skills at home and in your care. • Parents views must be respected and their decisions made in light of sound information about language development and benefits of bilinguilism

38. Activity ... In your groups – consider each challenge statement and discuss how you would overcome these dilemmas in your setting

39. Transition • EYFS Summative Assessment for Transfer to School • EYFS2 – KS1 • One Page Profile

40. Conclusion • What is good practice for bi lingual children is good practice for all children – includes: • A rich broad curriculum which keeps the child and their individual needs at the centre • A learning environment that provides appropriate cognitive challenges and fosters listening and talk in any language • An ethos that involves a child’s family and recognises the learning that takes place at home • A key caring approach that recognised the need for a child to be cared for by knowledgeable, interested adults who feel a responsibility to know their childern well and continue to see them as learners (Nursery World – All about BiLingualism May 2009)

41. Questions….

42. Goodbye and Thank You!