top of page

Every child, whatever their background or circumstances, should have the support they need to: be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic wellbeing.

 

Only 10% of communication is achieved through spoken language (30% through tone of voice and 60% through body language), therefore we do not have to speak the child’s tongue to make them feel at ease. We also need to provide the child with plenty of opportunities to make a contribution in the class through means other than language, through art for example and it is very important that we guard against a child feeling isolated, making activities inclusive to all.

 

We believe that all staff (qualified and those in training) are responsible for assisting EAL pupils in their language development.

 

AIMS

 

  • For all EAL children to become confident in speaking, listening, reading and writing so that they can access the curriculum.

 

  • To enable EAL children to communicate effectively and interact with their peer group and adults.

 

  • To play a full and active part in nursery life.

 

  • Raise attainment of EAL pupils.

 

  • We value all languages, dialects, accents and cultures other than English and aim for our EAL children to become bilingual active citizens.

 

KEY PRINCIPLES

 

  • Language develops best when it is used in purposeful contexts across the curriculum.

 

  • Effective use of language is crucial to the teaching and learning of all activities.

 

  • The language demands of learning tasks need to be identified and planned for. Attention should be given both to initial access and to extension.

 

  • Access to learning requires attention to words and meanings embodied in each curriculum area. Meanings and understanding cannot be assumed but need to be explored.

 

  • Staff have a crucial role in modelling uses of language.

 

  • A distinction is made between EAL and LDD (Learning Difficulties and/or Disabilities).

 

  • Language is central to our identity. Therefore, we need to be aware of the importance of pupils’ home languages and to build on their existing knowledge and skills.

 

  • We can make the classroom a welcoming place in many ways and show that the child’s language and culture are valued.

 

TEACHING AND LEARNING

 

The majority of language development by children in our classes who have little or no English is encouraged through play, social interaction and games. The children will also experience small group focused tasks and one to one activities in which they will be introduced to specific vocabulary e.g. classroom furniture, class resources, family members, home furniture etc. A visual timetable (using pictures or photographs) is used to help the child understand the programme of the nursery day

 

These methods are followed through later on in nursery and in local schools through the following methods:

 

  • Collaborative group work

 

  • Enhanced opportunities for speaking and listening

 

  • Effective role models for speaking, reading and writing

 

  • Additional verbal support e.g. repetition, alternative phrasing, peer support

 

  • Additional visual support e.g. objects, pictures, demonstrations etc.

 

  • Discussion is provided before and during reading and writing activities

 

  • Where possible learning progression moves from the concrete to the abstract

 

  • Songs, especially those with actions and stories with repetition will help the child feel part of the group and will help with language acquisition

 

Rose Buddies Childcare recognises that most EAL pupils needing additional support do not have a learning difficulty. However, should a learning difficulty be identified at any time, EAL pupils will have equal access to the provision through the Intervention Process. Similarly, Rose Buddies Childcare recognises that there may be EAL pupils who are gifted or talented even though they may not be fully fluent in English.

 

PARENTS AND THE WIDER COMMUNITY

 

  • We provide a welcoming admission process during the new child’s settling-in period, which includes support for their families/carers.

 

  • It is suggested to parents that they invite other children home to play, to encourage interaction and language.

 

  • We take account of parents’ linguistic, cultural and religious backgrounds when communicating with them by ensuring that our written and spoken language is effective through the use of plain English.

 

  • We aim to work closely with members of the wider community to support our EAL pupils.

 

  • We produce bilingual resources on request.

​

​​

bottom of page