Ethnic Minority Achievement
English as an Additional Language - Secondary
Working with Beginners at KS3 & KS4

What are the needs of new arrivals & beginners to English?

  • To be made welcome and to to feel safe and secure
  • To find their way without getting lost
  • To have someone to turn to
  • To make friends
  • To learn English
  • To follow the National Curriculum

How can the school meet the needs of beginner pupils?

  • School induction process for new pupils
  • 'Buddy' for first days in school
  • Sixth form / volunteer / TA support / mentoring / 'home base' for break-lunch time: eg in Inclusion or SEN department
  • Peer support through 'Study Buddy' scheme
  • English tuition from EMAS EAL teacher
  • Inclusion in mainstream lessons - teaching strategies & differentiated work

Some suggestions for the first early days in school

  • Just listening is learning: time spent accustomising to the sounds of English and gradually identifying and learning new words and phrases is a first step forward
  • Study Buddy Scheme
  • Gradual introduction to timetable
  • ICT English learning programmes
  • Workbooks for lessonss when they can't yet access curriculum

Recognizing the additional needs of EAL pupils

Pupils may have additional needs because:

  • Refugees and pupils seeking asylum/ Unaccompanied children/ Lack of school experience
  • Cultural and/or religious differences
  • Differences in:
    • Educational system
    • Script of first language
    • Non-literate in first language
  • SEN as well as EAL;  Emotional and social needs

Meeting the additional needs of EAL pupils

  • Refugee information pack, resources and INSET from CIRCLE
  • Finding out about culture, religion, and implementing, for example:
    • Community contacts
    • School uniform - girls may need to wear head scarves, long-sleeved shirts, appropriate PE/swimmming kit
    • Pupils may need prayer facilities, eg for Ramadan
    •  Maintaining bilingualism, celebrating festivals and cultural diversity, bilingual books
  • Strategies for inclusion of non-literate pupils / access and training in ICT
  • Multiagency approach to identifying and meeting additional needs to EAL of pupils

What about exams?

  • Access advice on exams here ...

EMAS support to schools

  • Direct teaching support
  • Advice to mainstream staff in schools
  • Training and INSET
  • Resources - a wide range of resources are available to Gloucestershire schools

For more information, contact:

Sheilagh Crowther, Head of EMA Secondary Team,
Race Equality and Diversity Service,
Children and Young People's Directorate, Gloucestershire County Council
Matson Lane, Matson, Gloucester, GL4 6DX

Tel: 01452 427261
email: reads@gloucestershire.gov.uk