MSc in Education with QTS Year 1: PGCE

Supporting the Learning of Pupils who Speak English as an Additional Language

2011-12

IMPORTANT This guide is produced only for the purpose of supporting trainees undertaking the Loughborough Initial Teacher Training Partnership. No part of this document should be photocopied or reproduced for use outside the Loughborough Initial Teacher Training Partnership.

First published 2011 by Teacher Education Unit, Loughborough University 2011 Teacher Education Unit Loughborough University The publishers have wherever possible sought permission from the copyright holders to make quotations from any previously published works that are referred to in this publication. The Teacher Education Unit, Loughborough University would be pleased to hear from any copyright holder whose work is quoted and whom the publishers have been unable to trace so that an appropriate acknowledgement may be made.

Acknowledgements The Loughborough ITT Partnership would like to express their sincere thanks to the PGCE Physical Education staff (in particular, Dr Lorraine Cale and Dr. Louisa Webb) and to Kath Pritchard (PE Department) and Michelle Benn (EAL Department) at Crown Hills Community College, Leicester, for producing and updating this resource. Note Some of the examples within this resource are set within the context of Physical Education as this is the subject specialism of many of the key authors. However, the information in the resource is relevant to trainees and teachers of all subjects and the principles can be applied across subjects.

Contents
Page

Section A: Setting the Scene

Introduction EAL What does it mean? EAL-related QTS Standards The Context

7 7 8 8 9

Section B: Collecting Data and Conducting Interviews and Observations

Task 1: Task 2: Task 3: Task 4: Task 5: Investigating EAL provision in your school Interview with an EAL pupil Observation of an EAL pupil in a classroom lesson Observation of an EAL pupil in a practical lesson Interview with an EAL support assistant

11 13 15 17 21 25 27 27 28 28 29 31

Section C: Raising Awareness

Task 6: EAL learners and common misunderstandings, misconceptions and stereotypes Religious/cultural/linguistic awareness Task 7: Awareness of different religions and cultures Language and pupil groupings Task 8: Religious and cultural awareness and sensitivity scenarios

Section D: Planning, Teaching and Assessment

Planning (for inclusion) Use of language across the curriculum Assessment of EAL pupils Considerations for planning and including EAL pupils in lessons Task 9: Planning (delivering and evaluating) a lesson for an EAL pupil Recommended teaching and learning strategies

35 35 36 37 39 21 43

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Section E: References, Additional Resources and Sources of Support Section F: Appendices

Section A: Section C: Section C: Section C: Section C: Section C: Section C: QTS Standards Record Task 6 (Activity 2) Statement Cards Task 6 (Activity 2) Explanation Cards Task 6 (Activity 2) Answers Task 7 Grid Task 7 Blank Tables Task 7 Answer Grids

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51 53 55 56 59 60 64

Section A: Setting the Scene

Introduction
This resource aims to support you in working with pupils who speak English as an additional language (EAL) and in meeting the Qualified Teacher Status (QTS) Standards which relate specifically to EAL pupils. It will contribute towards the development of the knowledge, skills, and understanding you require to support the learning of pupils with EAL, and with the necessary experience to enable you to adequately meet the related QTS Standards. It also seeks to address some of the common misconceptions and stereotypes surrounding EAL learners and give you a greater appreciation of the issues faced by pupils with EAL and from different cultures. The resource has been prepared in collaboration with Crown Hills Community College, Leicester, one of our PGCE Partnership schools. Crown Hills is an inner city Specialist Sports College which serves a multi ethnic community. The majority of pupils are of South Asian origin and 85% have English as an Additional language. The resource comprises relevant contextual, background and other information, and a range of individual, pair and group tasks relating to working with EAL pupils. It is intended to be used flexibly during your Phase 1 and Phase 2 school experiences. Please read and discuss the resource with your teaching partner, mentor, and/or ITT coordinator in both of your placement schools and complete as many of the tasks as you feel are necessary in order to satisfy yourself and your Phase 2 mentor that you have adequately met the EAL-related Standards (see over the page). It is suggested that, as a minimum, you spend approximately 6-8 hours working through the resource and completing selected tasks, and in most cases, no more than one lesson on any one task. Mentors have been asked to discuss the resource with you, encourage and assist you in completing aspects of it, and to monitor your progress towards meeting the EAL-related Standards during weekly mentor meetings. Please note: In addition, evidence for meeting the Standards which relate to EAL pupils can also be gathered from other sources including the university and school-based General Professional Studies Programme and your day-to-day experiences of working with EAL pupils in school.

EAL - What does it mean?

EAL stands for English as an Additional Language and refers to English learned and used by pupils who already speak one or more languages. Pupils with EAL will not have learnt English as their first language but will speak it in addition to one or more others. They may also be referred to as bilingual or multilingual. EAL pupils should not automatically be considered to have a learning difficulty or special educational needs because of their language needs. Indeed, they may have high academic ability. However, some EAL pupils will also have special needs and will need careful assessment and monitoring. Support for EAL pupils is often targeted at those at an early stage of language acquisition, but pupils at later stages who might appear fluent may also need support with more academic language in order to reach their full potential.

EAL-Related QTS Standards

The resource will support you in meeting the following QTS Standards which relate to working with pupils with EAL: Q18 Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching. Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs. Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: (a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion; (c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively. A QTS Standards Record is provided in the Appendix which can be used to document the evidence you gather during the year for meeting the above Standards. This evidence should then be transferred directly into your QTS Standards Portfolio.

Q19

Q20

Q25

The Context
When supporting pupils with EAL, an appreciation of the context nationally, and regionally within your Local Authority (LA) and school is useful.

Some Facts and Figures

Over 200 languages are spoken in schools in England. In 2006 across the UK, 21% of the primary and 17% of the secondary school population belonged to minority ethnic groups. 11% of primary school pupils and 9% of secondary school pupils have English as an Additional Language. On average pupils with EAL have lower attainment than pupils with English as their first language. Indian, Chinese, Irish and White pupils have higher levels of attainment across all Key Stages. Gypsy/Roma, Black, Pakistani and Bangladeshi pupils perform less well across all Key Stages.

Further Background Information

The above adds a richness of linguistic and cultural diversity to schools and presents new and different challenges. Newly arrived pupils to the UK bring with them a wide range of previous experiences. New arrivals may be complete beginners in English or they may already have learned English in school overseas. Some will have reached a high level of academic attainment but be new to English. Some may have attended English medium schools but have low levels of attainment. Others may have attended religious schools. A few students will have received no formal schooling but may still be skilled in a particular subject area. In order to effectively meet the needs of pupils with EAL it is important to know them as individuals and to have an understanding of their previous educational and life experiences as well as their attainment levels in English and your specialist subject. Your placement school(s) will have data on pupils home languages, ethnicity and admission dates to the UK. They may also keep a register of EAL pupils with more detailed information and they will monitor attainment by ethnicity.

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Section B: Collecting Data and Conducting Interviews and Observations

This section comprises five tasks that relate to the following QTS Standards: Q18 Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs.

Q20

Task 1 focuses on EAL provision within your school/s. Tasks 2-4 involve interviewing and observing an EAL pupil to learn more about him/her and his/her experiences in school and in lessons. It is recommended to identify and focus on just one pupil for each task. Task 5 involves interviewing an EAL support assistant, if this proves possible. You must seek permission from your mentor, the ITT coordinator, EAL co-ordinator, and the classroom teacher (as appropriate), before completing the tasks, and for the interviews, from the pupil and EAL support assistant you wish to speak to. Please also take advice from school staff on how to best organise and conduct the tasks. Please note Participation in the interviews must be on a voluntary basis and confidentiality must be assured - inform the individuals that neither they nor the school will be named or identified from the information they give. The individuals must also be informed that they need not answer all questions and that they may withdraw from the interview at any time. The observations should be carried out as discretely as possible.

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Task 1: Investigating EAL provision in your school

As highlighted in Section 1, appreciating the context in which you work is important. This task will provide you with an understanding of the provision of EAL in your placement school/s. Try to establish the answers to the questions below by some or all of the following means, from: information provided in the faculty/department and school handbooks initial observations during your serial days general classroom observations during your school experience/s appropriate school staff (e.g. your mentor, ITT coordinator and other staff in the school, particularly any EAL staff).

The pupils Are there any recent arrivals from other countries? If so from which countries? Does the school have any refugees or asylum seekers? How do these pupils needs differ from other pupils? What barriers do EAL pupils face in the school? Yes/No Yes/No

Languages and ethnicity How many different languages are spoken in the school? What percentage of pupils have EAL? beginners Which ethnic groups are represented in the school? Does the school have a language policy? Does the school encourage pupils to use their first language in the classroom and if so in what ways? Do pupils have the opportunity to study and take exams in their first language? 13 Yes/No Yes/No % more advanced % %

Assessment What are the induction procedures for EAL pupils in the school (especially if the pupils arrive mid-term)? How is a pupils level of English assessed? Is a first language assessment carried out? Does the school analyse attainment at GCSE by language or ethnicity? If so, what do the results show? Yes/No Yes/No

Support Does the school have an EAL department (or equivalent)? Is there an EAL co-ordinator? If so, how many teachers or teaching assistants are there in the department? How does the school monitor the progress and attainment of EAL pupils?

Yes/No Yes/No

How does it target support? If applicable, do support staff Partnership Teach with mainstream staff? Yes/No Are pupils withdrawn from mainstream lessons? If so, from which lessons and for how long? Does the school have bilingual home-school liaison? Yes/No

Yes/No

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Task 2: Interview with an EAL pupil

Date of Interview: ____________________ Class/Year: ______________ Gender of pupil: M/F Ethnicity of pupil: ______________

Was a translator used to help with this interview? Yes/No If yes, who translated? Another pupil/EAL support assistant/other: ______________ What language(s) was/were used? ____________________ Try to establish and record the following information about the pupil and his/her experiences:

1) How long have you been in the UK? 3) Where have you most recently lived? 5) What is your first language? 7) Which language(s) do you use with members of your family? 9) How many years of education have you had? 11) What do you like about the school? 13) Is support given to you by other pupils? 15) Which pupils do you know, if any, who speak your first language? 17) How has the school helped you to settle and learn?

2) Which country were you born in? 4) Where else, if anywhere, have you lived? 6) Which other languages do you speak? 8) Which language was used in your previous education? 10) For how many years have you learned English? 12) What do you find difficult in the school? 14) Is support given to you by other adults? 16) Which adults, if any, in school speak your first language? 18) What else could the school do to help you to settle and learn? 15

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Task 3: Observation of an EAL pupil in a classroom lesson

Date of Observation: Year: Gender balance: M F English Level of target pupil: Does the teacher speak the pupils first language? Subject: No. of pupils: Ethnicity of majority of pupils: (refer to Section D) Yes/No

No. of other pupils speaking the target pupils first language: Is there a language support assistant? Yes/No If no, are there other support staff? Is support given by other pupils? Yes/No Yes/No

Activity 1
Draw a rough plan of the layout of the classroom and mark on it, as applicable, the position of the teachers desk and whiteboard, the target pupil, the support assistant, and any resources provided to support the target pupil.

Activity 2
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Observe the support staff present (if applicable), and estimate and record the % of time spent on each of the following: Talking to target pupil in his/her first language (% of time) Talking to target pupil in English (% of time) Talking to other pupils in the class (% of time)

Activity 3
Observe the target pupil talking/interacting in the lesson and estimate and record the % of time spent on each of the following: Talking in English (% of time) To other pupils To support staff (if applicable) Talking in first language (% of time) To other pupils To support staff (if applicable)

Activity 4
Below is a list of some of the strategies teachers can use to help EAL pupils in the classroom (see Section D for additional strategies). Indicate which strategies are used in the observed lesson and comment briefly on their effectiveness. Strategy Key words for the lesson/topic on display Using pictures to support written text Use of culturally relevant visual aids and other materials Opportunities for pupils to talk about their learning Pupils working in languages other than English Use of all 4 language skills (listening, reading, speaking, writing) Partnership teaching using EAL specialist (if applicable) Organising reading tasks in pairs so a stronger reader supports another Group tasks where collaboration must take place Other (please specify): Used? Comment on effectiveness

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Activity 5
a) 1 Overall, how would you rate the inclusion of the target pupil in the lesson? 5

1 = isolated, off task, non responsive, unable to participate in the lesson 5 = integrated, on task, responsive, active, able to participate fully in the lesson b) What has this observation and the associated activities taught you with regards to working with, and supporting EAL pupils in the classroom?

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Task 4: Observation of an EAL pupil in a practical lesson

Date of Observation: Year: Gender balance: M F English Level of target pupil: Does the teacher speak the pupils first language? Subject: No. of pupils: Ethnicity of majority of pupils: (refer to Section D) Yes/No

No. of other pupils speaking the target pupils first language: Is there a language support assistant? Yes/No If no, is there other support staff? Is support given by other pupils? Yes/No Yes/No

Activity 1
Draw rough plans of the teaching space for: a) b) when the teacher is introducing the lesson to the class when the class are involved in the main tasks of the lesson.

On each plan, and as applicable, mark the position of the teacher and whiteboard, the target pupil, and support staff. a) when the teacher is introducing the lesson to the class

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b) when the class are involved in the main tasks of the lesson

Activity 2
Observe the support staff present (if applicable), and estimate and record the % of time spent on each of the following: Talking to target pupil in his/her first language (% of time) Talking to target pupil in English (% of time) Talking to other pupils in the class (% of time)

Activity 3
Observe the target pupil talking/interacting in the lesson and estimate and record the % of time spent on each of the following: Talking in English (% of time) To other pupils To support staff (if applicable) Talking in first language (% of time) To other pupils To support staff (if applicable)

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Activity 4
Below is a list of some of the strategies teachers can use to help EAL pupils in lessons (see Section D for additional strategies). Indicate which strategies are used in the observed lesson and comment briefly on their effectiveness. Strategy Key words for the lesson/topic on display Using pictures to support written text Using demonstrations to support verbal information Use of culturally relevant visual aids and other materials Opportunities for pupils to talk about their learning Pupils working in languages other than English Use of all 4 language skills (listening, reading, speaking, writing) Partnership teaching using EAL specialist (if applicable) Organising reading tasks in pairs so a stronger reader supports another Group tasks where collaboration must take place Other (please specify): Used? Comment on effectiveness

Activity 5
a) 1 Overall, how would you rate the inclusion of the target pupil in the lesson? 5

1 = isolated, off task, non responsive, unable to participate in the lesson 5 = integrated, on task, responsive, active, able to participate fully in the lesson b) What has this observation and the associated activities taught you with regards to working with, and supporting EAL pupils in practical lessons?

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Task 5: Interview with an EAL support assistant (if possible)

Date of Interview: ___________ a) Job title of interviewee: ________________________

Try to establish and record the following information about the support assistant and his/her role and experiences: 10) How many pupils do you know who speak your first language? 11) Approximately how many pupils do you give regular support to? 12) Approximately how many hours do you spend with a specific pupil each week? 13) Approximately how many pupils do you support in PE lessons? 14) In what ways, if any, do you support pupils in (insert your subject specific) lessons? 15) Is support given to EAL pupils by their peers?

1) How long have you been in the UK?

2) Which country were you born in?

3) What is your ethnicity?

4) What is your first language? 5) Which other languages do you speak? 6) For how many years have you learned English? 7) Where did you receive your training for your role as a support assistant? 8) In which other schools, if any, have you worked? 9) Which adults in school, if any, speak your first language?

16) Is support given to EAL pupils by other adults? 17) What in your experience, does the school do well in terms of its support for EAL pupils? 18) What in your experience, could the school do better in terms of its support for EAL pupils?

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b)

What has this interview taught you with regards to working with, and supporting EAL pupils in the classroom and in your teaching subject?

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Section C: Raising Awareness

The tasks in this section relate to the following QTS Standards: Q18 Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching.

Q19

Task 6: EAL learners and common misunderstandings, misconceptions and stereotypes

This task explores and attempts to dispel some of the common misunderstandings, misconceptions and stereotypes surrounding EAL learners.

Activity 1
Read the statements below and establish which you think are true/agree with (T/A), and which you think are false/disagree (F/D) with. Discuss your responses with your teaching partner or mentor. Statement Many EAL pupils are British Having EAL should be viewed as an asset to be promoted, and not as a problem* Only a very small minority of pupils have no English It is dangerous to make assumptions based on limited experience Care must be taken before assuming that an EAL pupil is fluent in English An EAL pupil may be gifted and talented T/A OR F/D?

* Note In response to statement 2, if trainees or teachers have difficulties in including EAL pupils and in enabling them to access the curriculum and make progress in school, attention needs to be paid to what they as teachers (and the school) can do to overcome such difficulties. In other words, the pupil is not the problem!

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Activity 2
This activity is best carried out as a group activity but it can also be completed individually or with your teaching partner. Resources required: Statement cards and explanation cards cut into individual statements/explanations (see Appendix), ideally groups of 2-3 people. Instructions: 1. Distribute the set of statement cards amongst the group/s (as applicable). Read the statements and discuss whether or not you agree with them. (The group should recognise that these statements are based on misconceptions). 2. Distribute the explanation cards and try to match these with the statement cards (misconceptions). Check your answers with those in the Appendix. 3. Afterwards, consider what you have learned about EAL learners from this activity. Refer back to the statements in Activity 1.

Religious/cultural/linguistic awareness
EAL pupils come from a variety of ethnic, religious, cultural and linguistic backgrounds which are relevant to their learning in school. Tasks 7 and 8 explore these, as well as their relevance to and implications for pupils learning.

Task 7: Awareness of different religions and cultures

This task considers four major religions: Christianity, Hinduism, Islam and Sikhism. It involves identifying the languages, dietary rules, dress code, festivals and customs associated with each religion and highlighting the relevance of any of these to a curriculum subject such as Physical Education. This task is best conducted as a group activity. Resources required: Grid cut into individual cards (see Appendix), the 4 blank tables: Christianity, Hinduism, Islam, Sikhism (see Appendix), pen to highlight text, ideally groups of 3 to 4, answer grids to hand (see Appendix).

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Instructions: 1. Distribute one of the blank tables per group (or person), as appropriate. Try to identify which cards belong to each table. Then, refer to the answers provided on the grids in the Appendix. 4. On the answer grids, highlight any aspects of the religions that you consider to be particularly relevant to Physical Education. 5. Afterwards, consider what language skills you used in completing the activity (e.g., speaking, listening, reading, writing)*. Consider the points below on language and pupil groupings. * Note more language skills would have been used if the task was completed as a group activity.

2. 3.

6.

Language and pupil groupings

The preceding tasks highlight some additional points and issues to consider concerning language and the grouping of EAL pupils. In terms of language, working collaboratively can benefit EAL pupils in the following ways: it gives an opportunity for pupils to practise speaking in a small group it provides a safer and less threatening environment than in front of a whole class it allows for many more verbal interchanges pupils can use their first languages together in discussing the task and will naturally do so making collaborative talks more inclusive reading is broken down into small chunks allowing even a beginner to read and attempt some words. In terms of grouping pupils, the following should be recognised: if a pupil has a supportive friend, it is advisable to group them together if other pupils speak the same language, they could (but not necessarily should) be grouped together pupils may not necessarily wish or be willing to declare that they speak another language and may not want to, or feel comfortable supporting other pupils. For example, publicly announcing You speak Gujarati, you can work with/translate for could put a new, already vulnerable, pupil into an embarrassing and unwanted spotlight if pupils select their own groups/teams, an individual may be isolated which could lower their self-esteem/confidence if data is available in school, this could be used to plan groups/teams in advance.

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Task 8: Religious and cultural awareness and sensitivity scenarios

This task involves discussing and reflecting on situations that may arise within school that are associated with pupils cultural and religious beliefs/backgrounds. Discuss the scenarios with your teaching partner, mentor or ITT co-ordinator. For each, consider: i) ii) how you would respond what provision could be made for the pupil/s.

Then, consult any of the sources of guidance, information and the possible actions/ solutions highlighted on the following pages. Scenario 1: A pupil is wearing a kirpaan, a small dagger around his neck, or a kara, a steel bangle around his wrist. You ask him to remove it. He refuses, explaining that as a Sikh, he cannot remove any of the 5 Ks.
Note - Baptised Sikhs wear the 5 Ks named after 5 items which cannot be removed (sword, comb, bangle, shorts, long hair).

Scenario 2: You have a cricket lesson. All pupils are expected to wear safety helmets. One of the pupils in the class wears a turban. Scenario 3: A muslim girl is unhappy about taking part in forthcoming swimming lessons. She does not want to wear a swimming costume or leggings because of modesty. Scenario 4: A pupil never brings his kit. It emerges he is embarrassed about changing in front of others because he wears Kacherra, baggy under-shorts. Scenario 5: It is a hot afternoon during Ramadan. Some of your pupils are fasting.
* Note Ramadan is the ninth month in the Islamic calendar and a time during which Muslims fast during daylight hours.

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Sources of guidance
You are advised to consult any of the following sources of guidance and information concerning such issues: 1. The faculty/department handbook, school prospectus, school policies document (as appropriate), and your mentor/other staff to establish the schools policies and practices on participation, clothing and jewellery. In so doing, consider whether the policies are sensitive to the cultural needs of its pupils. Chapter 11 on Religious and Cultural Issues and Chapter 14 on Clothing and Personal Effects in Safe Practice in Physical Education and School Sport (Association for Physical Education (afpe), 2008). Some key extracts from this document are summarised below. Governing Body rule books. These often give very clear direction on the wearing of potentially dangerous items.

2.

3.

Extracts from afPE (2008) Safe Practice in Physical Education and School Sport
The religious and cultural diversity of modern society has brought with it a number of health and safety issues within the context of physical education and school sport. Careful and sensitive management, however, should enable all pupils to experience the full benefits of a broad and enriching programme of physical activity, whatever their faith commitment and cultural background The most frequent health-and-safety concerns arise from: The wearing of certain items of clothing and/or religious artefacts The impact of religious/cultural festivals (e.g. Ramadan) Cultural expectations relating to prescribed areas of activity and procedures Language issues, which may put newly arrived pupils at risk due to difficulties in understanding (page 81). With regards to the religious and cultural issues above, afPE recommend staff to ensure that: Any clothing worn to comply with a faith commitment is appropriate to the activity being taughtClothing that is loose or free-flowing is generally not suitable for most physical activities Headscarves, where worn, are tight, secured in a safe manner and unlikely to catch on anything that may put the wearer at risk. Any religious artefacts are removed or made safe. Wherever removal is expressly forbidden and the article can not be made acceptably safe by taping, padding or covering, then the activity and involvement of the wearer must be suitably modified to mitigate undue risk. (pages 81-82).

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afPE furthermore recommend: Staff need to be aware that certain festivals (e.g. Ramadan)require some pupils to exercise specific dietary regimes. Normal energy resources may thus become temporarily depleted and the risk of de-hydration is increased. In such situations, staff expectations relating to performance may need to be reviewed and levels of challenge adjusted and note: Swimmingpresents particular issues for the Muslim community associated with unacceptable exposure of the body and mixed-gender settings.school staff should apply all practical means to sustain a meaningful swimming programmewhile seeking to respect any religious/cultural sensitivities involved wherever possible. (page 82). Finally, with regards to personal effects, afPE give the following guidance: Clear expectations should be established throughout the school, and with parents, about the management of personal effects by means of a clear and unambiguous written policy. (page 99). Disclaimers from parents about the wearing of any item of jewellery by a pupil should be declined. Such indemnities have no legal status. The duty of care remains firmly with the school on such matters. (page 101).

Possible action and/or solutions

On the basis of the preceding information, the following would seem to be possible actions to take and/or solutions for some of the scenarios: Have a clear written policy on clothing, personal effects and personal protection for pupils in physical education. Communicate the policy and rationale for this within the school prospectus so that pupils and parents are fully aware and informed. (all scenarios) Talk to the pupils and communicate with parents about the issues if necessary. (all scenarios) If a pupil is wearing a potentially dangerous item, conduct a risk assessment. If the item can, in your opinion, be covered to make the situation safe then allow for this. It the item still constitutes a hazard and there is foreseeable risk, the individual should either remove it, or be given an alternative non practical activity/task.* (scenario 1) Allow pupils to undertake modified and/or alternative tasks if necessary.* (scenarios 1 and 5) Consider grouping policies and procedures including offering single sex lessons where appropriate, especially for swimming. (scenario 3) Where possible, try to provide private changing arrangements (scenarios 3 and 4). Allow pupils who are fasting to take part at a lower and more moderate level or offer less strenuous options. (scenario 5) 33

* In such cases, try to ensure that the learning objectives for the task match those for the rest of the class as closely as possible.

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Section D: Planning, Teaching and Assessment

This section addresses planning, teaching and assessment for EAL pupils. It provides general guidance on planning for, and the inclusion of EAL pupils, including consideration of the use of language across the curriculum, suggested teaching and learning strategies, and assessment. A task is also included that focuses on planning, teaching and assessing EAL pupils.

Planning (for inclusion)

Under the Inclusion principle of responding to pupils diverse learning needs, the Statutory Inclusion Statement within the General Requirements of Curriculum 2008 states: When planning, teachers should set high expectations and provide opportunities for all pupils to achieve, including boys and girls, pupils with special educational needs, pupils with disabilities, pupils from all social and cultural backgrounds, pupils of different ethnic groups including travellers, refugees and asylum seekers, and those from diverse linguistic backgrounds. Teachers need to be aware that pupils bring to school different experiences, interests and strengths which will influence the way in which they learn. Teachers should plan their approaches to teaching and learning so that pupils can take part in lessons fully and effectively. http://curriculum.qca.org.uk/key-stages-3-and-4/about-the-secondary-curriculum/equalitiesdiversity-and-inclusion/including-all-learners/index.aspx Under the Inclusion principle of overcoming potential barriers to learning and assessment for individuals and groups of pupils, it states: Pupils for whom English is an additional language have diverse needs in terms of support necessary in English language learning. Planning should take account of such factors as the pupils age, length of time in this country, previous educational experience and skills in other languages The ability of pupils for whom English is an additional language to take part in the National Curriculum may be ahead of their communication skills in English. Teachers should plan learning opportunities to help pupils develop their English... Teachers should take specific action to help pupils who are learning English as an additional language by: a) developing their spoken and written English b) ensuring access to the curriculum and to assessment Teachers develop pupils spoken and written English through: Ensuring that vocabulary work covers both the technical and everyday meaning of key words, metaphors and idioms; 35

Explaining clearly how speaking and writing in English are structured to achieve different purposes, across a range of subjects; Providing a variety of reading material (for example, pupils own work, the media, ICT, literature, reference books) that highlight the different ways English is used, especially those that help pupils to understand society and culture; Where appropriate, encouraging pupils to transfer their knowledge, skills and understanding of one language to another, pointing out similarities and differences between languages; Building on pupils experiences of language at home and in the wider community, so that their developing uses of English and other languages support one another. Teachers make sure pupils have access to the curriculum and to assessment through: Using accessible texts and materials that suit pupils ages and levels of learning; Providing support by using ICT or video or audio materials, dictionaries and translators, readers and amanuenses; Using home or first language, where appropriate.

Use of language across the curriculum

Use of language across the curriculum is one of the General Teaching Requirements of Curriculum 2000 for all subjects. Similarly, the new Secondary Curriculum identifies the potential for functional skills development (including the functional English skills of speaking, listening, reading and writing) across all subjects (QCA, 2007). Teachers should plan for the use of language in lessons as outlined below. Teachers should also consider how EAL pupils will benefit from these opportunities and in what ways they will need support.
1.

Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding. Since Standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should be taught to recognise and use Standard English. In writing, pupils should be taught to use correct spelling and punctuation and follow grammatical conventions. They should also be taught to organise their writing in logical and coherent forms. In speaking, pupils should be taught to use language precisely and cogently. Pupils should be taught to listen to others, and to respond and build on their ideas and views constructively. In reading, pupils should be taught strategies to help them read with understanding, to locate and use information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading. Pupils should be taught the technical and specialist vocabulary of subjects and how to use and spell these words. They should also be taught to use the patterns of language vital to understanding and expression in different subjects. These include the construction of sentences, paragraphs and texts that are often used in a subject (for 36

2.

3. 4. 5.

6.

example, language to express causality, chronology, logic, exploration, hypothesis, comparison, and how to ask questions and develop arguments). DfEE & QCA (1999, p.40). http://www.nc.uk.net/nc_resources/html/language.shtml

Assessment of EAL pupils

The statutory requirements for assessing EAL pupils are the same as for pupils with English as a first language.

Levels of attainment of EAL pupils in English

Teachers are required to use the National Curriculum (NC) English attainment levels for the assessment of the English language development of EAL pupils, although a modification to the attainment levels in A Language in Common (QCA, 2000) introduced pre-NC steps and allowed for the subdivision of NC English Level 1 (a pupil-friendly adaptation of these is provided over the page). Such criteria should be used to make a first assessment of a pupil starting school, as soon as it is reasonable to do so. According to QCA (2000), to show progress, schools need to record entry levels of pupils for whom English is an additional language and compare them with levels at the end of a significant period.

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Step 1

Step 2

Reading I can read my name and some other words. I follow left to right. I can read some letters. I can read words and phrases. I can follow when someone reads aloud.

Writing I can copy some words. I write from left to right. I can write about a picture. I understand my writing. I know some sounds and letter patterns in English spelling. I know what a sentence is. I can write letters and words in some correct order. I can write letters in the correct shape.

Listening I can listen. I can follow some classroom instructions. I can understand when my friends talk to me. I can understand my teachers when they use pictures and movement.

Speaking I can use some greetings. I know some classroom words. I can ask for things using simple words. I can copy talking Other people can understand the words I say. I can talk putting single words together.

Step 3 Level 1 threshold

I can read many words. I know the first and last letter sounds. I can understand some things I read with help. With help I can read aloud sentences and stories that I know. I can talk about poems, stories and other texts.

Level 1 secure

I use phrases to write my ideas. I use some full stops and capital letters. My letters are a clear shape and point the right way.

I can listen well to people. I can listen well when the teacher talks to the whole class. I understand and follow instructions. Sometimes I can follow what others say. I can understand a list of instructions and respond when others talk.

Level 2

Level 3

I can read correctly I can write some and understand sentences. simple texts. I can use capital I use different letters and full strategies to read stops. words I dont know I can spell most e.g. letter sounds, words. meaning etc. I have my own thoughts about stories and ideas I read. I can read different I can write in texts fluently. paragraphs. I can read I can spell long independently with words correctly. understanding of the I can use full stops main parts. and capital letters I can say what I prefer correctly. in my reading. I mostly write in I can use a dictionary grammatically or an index and find correct sentences. books in a library.

I can speak about things I know. People can understand the meanings of what I say. If someone helps, I can say more. I can speak to different people about things I know, using longer sentences. People understand what I say and I can keep them interested. I can talk easily about things I am interested in. I speak clearly using new words to explain my ideas. I can listen carefully and answer others. I can change my tone of voice and vocabulary when talking in different situations.

I can listen and speak confidently in different situations. I show understanding of the main points when discussing. I show I listen carefully by making relevant comments and asking questions. I can change my talk for my listener. I am aware of when to use standard English.

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Levels of Attainment of EAL pupils

The statutory requirements for assessing EAL pupils are the same as for pupils with English as a first language. Much assessment can be carried out by teacher observation. However, when other assessment methods are employed, for example, question and answer or written tasks which require verbal or written responses, care must be taken to give EAL pupils fair opportunity to demonstrate what they know, understand and can do.

Considerations for planning and including EAL pupils in lessons

Practical lessons rely heavily on observation, demonstration and practice, which offer a great opportunity for EAL pupils to develop their English because the language being used is in an active, meaningful, context. However, pupils acquiring English also need the opportunity to speak themselves, to develop a full understanding of the processes involved, and to learn the subject specific language. Within PE for example, and depending on their stage of language development, pupils need to learn, for example, the names of activities/games, the actions they involve (e.g. passing, tackling, aiming, rolling, jumping, sprinting), command words (e.g. run, pass, dodge, tackle, intercept, shoot, float, glide), time markers (before you pass you must stop, means the same as you must stop before you pass, but because before is in a different place in the sentence it could be understood differently). Within examination/accredited courses such as GCSE, pupils also need to have developed reading and writing strategies for understanding and giving answers to written questions in texts and exams. Before the lesson you need to consider: During the lesson you need to consider: After the lesson you need to consider: The effectiveness of the teaching and learning strategies and assessment methods you used in including the pupil/s and ensuring and monitoring achievement.

What barriers the language Your delivery in terms of the lesson might present. of the language you use. How your lesson will enable the pupil/s to practise and The pupil/s develop their language skills. understanding, achievement, and What teaching and learning inclusion in the lesson strategies you will use. (see by your language plus pages 30-31). other means of support.

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40

Task 9: Planning (delivering and evaluating) a lesson for an EAL pupil

This task relates to the following QTS Standards: Q18 Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching. Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs. Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: (a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion; (c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively. Plan a practical lesson paying particular attention to the needs of an EAL pupil. In addition, prepare any resources you plan to use within the lesson. If possible, plan and prepare resources for an actual lesson, class, and EAL pupil you will teach. However, if this is not possible, the lesson plan and resources can be fictitious. In planning the lesson: i) follow the general steps/guidance 1-4 (below and over the page) ii) try to incorporate some of the recommended teaching and learning strategies on pages 31-32 (as appropriate) iii) consult the specific lesson planning considerations on pages 32-33. If possible, then deliver the planned lesson and evaluate it with reference to the prompts in step 5 (over the page). 1. 2. Identify the English language level and First (home) language for the pupil/s. Identify any new or unfamiliar vocabulary, terms and concepts (and include as a learning objective if appropriate). Consider: how you can build in strategies to reinforce new vocabulary 41

Q19

Q20

Q25

 how and where you might display key words seeking advice from specialist staff (e.g., use a bilingual assistant to help you translate key words in advance) using pictures or diagrams to illustrate any new concepts, skills or games with captions. 3. Consider the specific learning activities, their presentation (teaching and learning strategies) and organisation. In particular, plan: how you will group pupils what strategies and resources you will use to support the learning activities explicit opportunities for practising the language skills (speaking, listening, reading and writing) where appropriate, to give a written homework task to consolidate the learning of new subject specific terms.

4.

Consider your use of language for delivering the lesson, especially when pupils are new to English. For example: make it clear when you are giving an instruction or an explanation avoid the use of figurative language or idiom (e.g., run like the clappers) speak clearly (but not louder - raising your voice does not help a pupil to understand what you are saying!), precisely and correctly (not pidgin) think about the way you ask a question. Repeat the same structure if asking the same question to several pupils so that the language pattern becomes familiar ask the EAL pupil/s the same question when they have heard a model answer from other pupils before.

5.

Evaluate the lesson paying attention to:

The language demands made on the pupil/s in terms of appropriateness and level of challenge which teaching and learning strategies you used and which were most and least successful and why what assessment methods you employed and how successful they were the understanding showed and the achievement made by the pupil/s during the lesson and your evidence for this the extent to which the pupil/s was/were successfully included in the lesson.

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Recommended teaching and learning strategies

Visual Display key words in English Display key words in pupil/s first language Ensure handwriting is clear and legible Ensure clear layout of information on the board and in handouts Use pictures, diagrams and charts Use demonstrations that help pupils make connections between what they see and what the words represent Use clear physical indications - point to pictures, key words, parts of the body and equipment as you speak to allow pupils to make connections Use visual aids which reflect the pupil/s cultures.

Supportive Environment Be sensitive to the pupil/s cultural/religious backgrounds and their implications (see Section C) Try to get to know the pupil/s and establish as much information about them as possible Be patient and dont expect too much too soon Allow pupils plenty of time to think and respond to questions/tasks Choose groups carefully. Bilingual peer support can be the best choice (pupils with the same language working together), but be aware that pupils forced or pressurised to speak to a new child could be resistant and embarrassed. It is best to pair the pupil with a supportive English speaker than with an unhelpful bilingual pupil Avoid allowing pupils to choose their own partners or teams if a new arrival is likely to be excluded Create an environment where pupil/s accents or pronunciation will not be ridiculed.

Listening and Speaking Use the pupil/s name to gain/regain their attention (making sure you pronounce it correctly) Use short, clear explanations and try to break up teacher-talk and summarise and re-cap regularly Plan structured discussions in small groups. Collaborative work allows EAL pupils to be more involved in discussion and to speak with less fear In discussion, allow pupils to hear the vocabulary repeated several times, echo it and try it out. This gives pupils the chance to copy from model answers Allow pupils to use their first languages to help their understanding A starter or plenary could involve recalling all the action words (verbs) involved in a specific game or activity Ask pupils to explain to a partner the requirements of a specific task.

43

Reading and Writing Highlight key points in a text Create flow charts from text Use DARTs (directed activities related to text) such as sequencing jumbled text, sorting, grouping (odd one out activities), matching (words to pictures/diagrams, words/phrases to meanings/definitions, concepts to examples, cause and effect), filling in gaps, true/false statements Provide writing frames, paragraph headings, sentence starters or word lists for pupils Model the type of written answer you want Encourage pupils to write a first draft in their first language Provide bilingual glossaries and use bilingual dictionaries.

Specific lesson planning considerations

Below are some suggested specific considerations to take into account in your lesson plan when planning for the teaching and learning of EAL pupils. Personal Targets Identify targets for your own progress that relate to EAL and cultural issues. Pre-planning Ensure you are aware of and identify all EAL pupils on your plan. Establish what their NC level in English is and any other relevant information. Lesson Objectives Consider the wording of your objectives and how these will be shared with pupils. Any new or unfamiliar vocabulary, terms and concepts could be included within your objectives (e.g., pupils will be able to explain/define the term/concept). Assessment Methods Consider your use of language (e.g., in questioning) and different methods of assessment (e.g., peer assessment may be appropriate). Cross Curricular Elements Highlight links in particular with the General NC Requirement Use of Language: reading/writing/speaking/listening. Resources Consider the use of resources to support pupils learning. Use key words/task cards/pictures and any other visual resources, as appropriate. If using images try to ensure they are culturally appropriate and that different ethnic groups are represented. Involvement of non participants - Ensure appropriate and relevant activities are planned for any pupils who have limited involvement due to religious or cultural reasons

Learning Activities - Plan a range of learning activities which will involve EAL pupils in speaking, listening, reading and writing, as appropriate. Also plan the language you will use to describe/explain the learning activities to pupils and try to break the activities/explanations down. 44

Teaching/Learning Points - Identify the key teaching points you will give/ask EAL pupils to focus on to assist them in achieving the learning activity(ies). Make sure the points are clear and specific and deliver one or two key points at a time. Management and Organisation - Plan how you will: implement resources to assist the learning of EAL pupils; organise groupings with EAL pupils in mind; use demonstrations to support verbal explanations; deploy support staff (an EAL LSA); manage the learning of pupils who may not be able to join in all of the practical work for religious/cultural reasons.

Differentiation Strategies - EAL pupils may be academically and physically able, but may need specific activities, resources and support provided by yourself, as well as support from a learning assistant or peer who speaks their first language to enable them to understand and achieve within the lesson. Consider the specific strategies you will use to support EAL pupils in such ways. Plenary Use the plenary to revise and consolidate key vocabulary/terms/concepts covered within the lesson and encourage EAL pupils to talk about what they have learned. Plan differentiated questions and feedback methods to include and enable EAL pupils to demonstrate their knowledge and understanding

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46

Section E: References, Additional Resources and Sources of Support

National
Association for Physical Education. (2008). Safe practice in physical education and school sport. Leeds: Coachwise. Birmingham City Council (2008). Improving participation of Muslim girls in physical education and school sport: Shared practical guidance from Birmingham schools. Birmingham: Author. Available at www.afpe.org.uk DfES (2002). Inclusion National Strategy. Access and engagement in physical education. London: DfES. http://nationalstrategies.standards.dcsf.gov.uk/node/95482 DCSF (2008). Using Assessing Pupil Progress (APP): Children for whom English is an additional language. London: Author. http://nationalstrategies.standards.dcsf.gov.uk/node/182281 DfES (2005). Ethnicity and education. The evidence on minority ethnic pupils. London: DfES. Available at: www.standards.dfes.gov.uk/ethnicminorities/links_and_publications/EandE_RTP01_05/ EMAonline - online support for Ethnic Minority Attainment. http://www.emaonline.org.uk/ema/ This online resource base for teachers has been developed by Birmingham, Leeds and Manchester LEAs with funding from the former DfES, now the DCSF. EMA Online was launched in 2003 and has been supporting those working with black and other minority ethnic pupils for over six years. Hall, D. (1996). Assessing the needs of bilingual pupils Living in two languages. London: David Fulton Publishers. Haslam, L., Wilkin, Y., & Kellet, E. (2004). English as an additional language. London: David Fulton Publishers. Multiverse: www.multiverse.ac.uk A national Initial Teacher Education Professional Resource Network developed for teacher educators and trainee teachers which aims to raise the achievement of pupils from diverse backgrounds. It provides: a comprehensive range of ITE materials and resources an on-line discussion forum national and regional conferences to share and generate successful strategies for changing practice 47

a MULTIVERSE newsletter.

NALDIC ITTSEAL website. www.naldic.org.uk/ITTSEAL2/teaching/Assessment.cfm A site which has been created by the National Association for Language Development in the Curriculum (NALDIC), the UK professional association for EAL with support from the Training and Development Agency for Schools, as a resource for initial teacher educators in schools and universities. The site provides a flexible range of resources to: develop and enhance the coverage of EAL issues in ITE programmes highlight key teaching and learning issues explore research and research opportunities relating to EAL access further information and support. National Equality Panel (2010) Report of the National Equality Panel: Executive summary. London: Government Equalities Office. http://www.equalities.gov.uk/equality_act_2010.aspx Qualifications and Curriculum Authority (2007) The National Curriculum: Key Stage 3 and 4. Coventry: Author. http://curriculum.qcda.gov.uk/ Qualifications and Curriculum Authority (2000). A language in common. Assessing English as an additional language. Available on the Multiverse website http://www.multiverse.ac.uk/viewArticle.aspx?contentId=395 Webb, L.A. (2010). Young people, ethnicity and pedagogy. In K.Armour (Ed). Introduction to Sport Pedagogy for Teachers and Coaches: Effective learners in physical education and youth sport (In press).

Regional
City of Nottingham LEA (2004). Guidance document 8. Beginners to English. (includes some general advice and teaching strategies). http://www.nottinghamschools.co.uk/eduweb/uploadedFiles/8.DOC Leicester City support and resources Equality, Diversity & Cohesion is the new name for the Multicultural Education Service (including MELAS) Minority Ethnic Language and Achievement Service (MELAS) Forest Lodge Education Centre Charnor Road Leicester LE3 6LH Telephone: (0116) 222 2600 Fax: (0116) 222 2625 The service e-mail is multi-ed@leicester.gov.uk http://schools.leicester.gov.uk/home/ls/wholeschoolissues/multicultural-education

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Section F: Appendices

49

50

QTS Standards Record (of evidence that EAL-related QTS Standards have been met) QTS Standards Q18 - Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. Q19 - Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching. Q20 - Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs. Q25 - Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: (a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion; (c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively.
51

Evidence

52

Section C: Task 6 (Activity 2) Statement Cards

These statements have been adapted from an online source: http://www.tes.co.uk/your_subject/subject_index.asp?subject=EAL which featured in the Times Educational Supplement. This site is no longer available.

It is not really important to concern ourselves with the childs first language/culture. After all, the EAL learner is supposed to be learning English.

If EAL pupils were born in this country, then they know English before coming to school.

It doesnt take long for children to learn English as an additional language.

EAL pupils learn really fast when theyre young. It is the older ones who have most of the problems.

Parents should be told to speak English at home so that their children will learn it faster.

EAL learners need to learn the basics and simple language structures before learning more complex language.

Learning a second language is just like learning the first language.

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54

Even young children will make comparisons and refer to their first language in learning the second. Bilingual children who are Teaching new words every day is no proficient in their home language guarantee that the pupil will learn and a second language often them. display enhanced language skills. This can support the learning of Pupils seem to learn what they need English and can cause some and what they think is relevant and interference. It is helpful if the useful. teacher knows something about the first language. Older pupils bring skills and There will be differences depending knowledge acquired in their first on the age of the learner as well as language to the learning process. other individual characteristics such They may understand more about as personality, ability and school and academic language motivation. learning. The best language teaching will Some EAL pupils who come to the take place within the curriculum UK as refugees may have limited content and in activities that and/or disrupted schooling careers, require the learners to use their which present different problems. new language. Teachers also need to guard EAL pupils learn a lot of their against the expectation that a English in informal contexts, as well high level of proficiency in as in the classroom, and they spoken English will generally do this within the first two necessarily result in an years of schooling. equally high level of proficiency in written English. Children learning EAL who were Teachers should also monitor their born in the UK will have some own use of language and aim to knowledge of English and clarify rather than simplify in order teachers need to find out how that learners learn within a rich and much they know and where the varied linguistic context. gaps are. Teachers will need to assess the needs of pupils on an individual basis.

55

Section C: Task 6 (Activity 2) Explanation Cards

The learner makes links between cultures. It is important to the learners self-esteem and identity in the new culture that the learner knows that the teacher values their prior linguistic and cultural knowledge. Parents could be encouraged to Young children seem to learn discuss school with their child much faster but one must (send home materials to show to remember that the demands parents); maximise the childs placed upon them are relative to exposure to the home language eg. their age. Older learners are read to the child, sing songs, play expected to learn a range of games, as well as participate in subjects, each having a specialist English reading activities. vocabulary. Research indicates that a good Young learners do seem to acquire foundation in the first language an appropriate accent more accelerates learning in the second quickly than older learners. This language. The first language helps may be because they are less shy them to make sense of the new about using a new language and language. This is the same for us seem able to pick up the sounds of when we learn a language. the new language easily. Families will probably use the Learning a second language does language that is most familiar to not happen in a systematic way, them, in which they express their from learning words to phrases to emotions and needs and with sentences. While there seems to which they identify. Usually, this be some sort of progression, the will not be English. However, they rate at which pupils learn, and the will use English outside the family level they achieve depends on circle/local community. many variables. Continuing support in the home Research suggests that it can take language is most beneficial it more than five years to acquire re-affirms the pupils own a level of proficiency in identity in his/her home culture curriculum-related language AND supports general cognitive that is comparable with their development. Parental support English-speaking peers. EAL and encouragement of learning pupils need continued support is vital, regardless of the for several years. language that is used. There are also important implications for the general antiracist ethos of the school, and for the role model which the teacher presents to the pupil body as a whole.
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Section C: Task 6 (Activity 2) Answers

Learning a second language is just like learning the first language. Even young children will make comparisons and refer to their first language in learning the second. This can support the learning of English and can cause some interference. It is helpful if the teacher knows something about the first language. There will be differences depending on the age of the learner as well as other individual characteristics such as personality, ability and motivation. Parents should be told to speak English at home so that their children will learn it faster. Continuing support in the home language is most beneficial it re-affirms the pupils own identity in his/her home culture AND supports general cognitive development. Parental support and encouragement of learning is vital, regardless of the language that is used. Bilingual children who are proficient in their home language and a second language often display enhanced language skills. Parents could be encouraged to discuss school with their child (send home materials to show to parents); maximise the childs exposure to the home language e.g., read to the child, sing songs, play games, as well as participate in English reading activities. If EAL pupils were born in this country, then they know English before coming to school. Families will probably use the language that is most familiar to them, in which they express their emotions and needs and with which they identify. Usually, this will not be English. However, they will use English outside the family circle/local community. Children learning EAL who were born in the UK will have some knowledge of English and teachers need to find out how much they know and where the gaps are. It is not really important to concern ourselves with the childs first language/culture. After all, the EAL learner is supposed to be learning English. Research indicates that a good foundation in the first language accelerates learning in the second language. The first language helps them to make sense of the new language. This is the same for us when we learn a language. The learner makes links between cultures. It is important to the learners self-esteem and identity in the new culture that the learner knows that the teacher values their prior linguistic and cultural knowledge. 57

There are also important implications for the general anti-racist ethos of the school, and for the role model which the teacher presents to the pupil body as a whole. EAL pupils learn really fast when theyre young. It is the older ones who have most of the problems. Young children seem to learn much faster but one must remember that the demands placed upon them are relative to their age. Older learners are expected to learn a range of subjects, each having a specialist vocabulary. Young learners do seem to acquire an appropriate accent more quickly than older learners. This may be because they are less shy about using a new language and seem able to pick up the sounds of the new language easily. Older pupils bring skills and knowledge acquired in their first language to the learning process. They may understand more about school and academic language learning. Some EAL pupils who come to the UK as refugees may have limited and/or disrupted schooling careers which present different problems. Teachers will need to assess the needs of pupils on an individual basis. EAL learners need to learn the basics and simple language structures before learning more complex language. Learning a second language does not happen in a systematic way, from learning words to phrases to sentences. While there seems to be some sort of progression, the rate at which pupils learn, and the level they achieve depends on many variables. Teaching new words every day is no guarantee that the pupil will learn them. Pupils seem to learn what they need and what they think is relevant and useful. The best language teaching will take place within the curriculum content and in activities that require the learners to use their new language. Teachers should also monitor their own use of language and aim to clarify rather than simplify in order that learners learn within a rich and varied linguistic context. It doesnt take long for children to learn English as an additional language. EAL pupils learn a lot of their English in informal contexts, as well as in the classroom, and they generally do this within the first two years of schooling. Research suggests that it can take more than five years to acquire a level of proficiency in curriculum-related language that is comparable with their English-speaking peers. EAL pupils need continued support for several years. Teachers also need to guard against the expectation that a high level of proficiency in spoken English will necessarily result in an equally high level of proficiency in written English. 58

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Section 3: Task 7 Grid

Arabic Dutch Hindi Urdu Holi Eid Ul-Fitr (end of month of Ramadan) Vegetarian Legs must be covered Bengali Farsi Panjabi Zulu Vaisakhi Alcohol forbidden if baptised Vegetarian Headscarf or hijab Cantonese French Shona Christmas Eid-Ul- Adha Meat from pigs is forbidden Beef forbidden Salwar Kameez (trouser suit) Topi (hat) Women keep their family name after marriage Women take their husbands names after marriage Surname is Fathers first name Kaur (princess) given to girls Chichewa German Somali Diwali Gurus births and deaths Halal meat forbidden Halal Meat India Turbans Surname reflects caste or Jati Singh (lion) given to boys Croatian Greek Swedish Diwali Navaratri (8 nights of Dance) Alcohol forbidden Saree India The five kakkes Danish Gujarati Turkish Easter All types of meat eaten Periods of fasting Jilbaab Guadaloupe (Caribbean) Crucifix

Biblical or monarchs are popular

Names of prophets are popular

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Section C: Task 7 Blank Tables

CHRISTIANITY
Languages spoken Dietary rules Dress code Countries of origin of students Festivals Naming customs

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HINDUISM
Languages spoken Dietary rules Dress code Countries of origin of students Festivals Naming customs

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ISLAM
Languages spoken Dietary rules Dress code Countries of origin of students Festivals Naming customs

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SIKHISM
Languages spoken Dietary rules Dress code Countries of origin of students Festivals Naming customs

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Section C: Task 7 Answer Grids

CHRISTIANITY
Languages spoken
All African, European, South and Central American languages and many Asian languages depending on settlement and conversion.

Dietary rules
All foods allowed. Some make personal choices to be vegetarian or vegan.

Dress code
Christians from other cultures may dress according to cultural tradition. E.g. Indian Christians may wear sarees. Crucifix.

Countries of origin of students

Worldwide.

Festivals
Christmas. Easter.

Naming customs
Wife often takes the husbands surname. Some women keep their own surname. Biblical names and names of monarchs are popular.

HINDUISM
Languages spoken
Hindi, Gujarati. There are over 100 languages spoken throughout India. Other languages according to where Hindus have settled.

Dietary rules
Many Hindus are vegetarian. Beef is forbidden. Periods of fasting or semi-fasting.

Dress code
Modest, loose clothing. Women may wear sarees.

Countries of origin of students

India. Many Hindus migrated to East Africa then Britain.

Festivals
Diwali (story of Rama and Sita). Holi, story of Holika, also associated with the playful god Krishna, colours thrown. Navaratri (8 nights of dancing).

Naming customs
Woman takes her husbands name after marriage. Surname may reflect caste or Jati (occupation).

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ISLAM
Languages spoken
Arabic, Farsi, Turkish. Most Urdu, Somali. Bengali speakers will be Muslim. Many Gujarati and Panjabi speakers also. BUT, any language can be spoken as Islam is world wide.

Dietary rules
Halal Meat. Pig meat forbidden. Alcohol forbidden. Periods of fasting. E.g. during daylight hours of Ramadan, the ninth month in the Islamic calendar.

Dress code
Modest, loose clothing, legs must be covered. Arms covered to the wrists. Headscarf or hijab worn by girls, Topi, prayer hat worn by boys. Some girls wear a long loose garment, Jilbaab.

Countries of origin of students

Worldwide. Most recently Somali students migrated from Europe. Refugees from Iraq, Afghanistan and Bosnia.

Festivals
Eid-Ul Fitr (celebration of breaking the fast at the end of Ramadan). Eid-Ul Adha, the greater Eid, celebration of the prophet Ibrahim (Abrahams) sacrifice.

Naming customs
Vary from country to country, but often the surname is the fathers first name. Names of prophets are popular as first names. Women keep their name after marriage.

SIKHISM
Languages spoken
Panjabi. Hindi. Many other languages depending on where Sikhs have settled.

Dietary rules
Many Sikhs are vegetarian, especially once baptised. (Baptism is a personal choice which can be undertaken at any age).

Dress code
Modest, loose clothing. Women may wear panjabi suits. Baptised Sikhs wear the 5 Ks named after 5 items which cannot be removed: sword, comb, bangle, shorts and long hair.

Countries of origin of students

The state of Panjab, India. During partition in 1948 the Panjab was divided. Sikhs were given a small region, the rest became Pakistan.

Festivals
Diwali (story of Guru freeing 50 Hindu Princes). Vaisakhi (New Year).

Naming customs
Surname may reflect Jati (occupation). Kaur (princess in Panjabi) given to girls. Singh (lion in Panjabi) given to boys.

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