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Ethnic Minority Achievement
English as an Additional Language - Primary
Working with Beginners at KS1& KS2

 

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
  • Allocated adult: class teacher or TA with responsibility for new arrivals
  • 'Study Buddy' scheme (for KS2)
  • EMAS teaching support
  • Inclusion in mainstream lessons and Literacy and Numeracy Strategies - teaching strategies & differentiated work

Some suggestions to prepare for the new pupil's arrival

  • Teach class correct spelling and pronunciation of pupil's name
  • Teach class to say 'Hello' in pupil's language
  • Label classroom items - in English or dual language
  • Prepare class with introduction to new pupil's language and background
  • Prepare a 'survival language' card with key phrases and pictures

Some suggestions for the first early days in school

  •  Engage in practical activities which don't require language
  • Make an alphabet word book
  • TA to take group practical  activity
  • 'About Me' topic book - take photos round school
  • Provide catalogues, magazines to cut-out and categorize pictures
  • Provide picture and bilingual dictionaries
  •  Play circle games
  • Provide a resource box : games, puzzles, picture books, bilingual books & tapes, etc
  • ICT resources: websites and English language learning software; translation websites

Recognizing the additional needs of EAL pupils

Pupils may have additional needs because of:

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

Meeting the additional needs of EAL pupils

  • Finding out about culture, religion, and implementing, for example:
    • Community contacts
    • School uniform - religious considerations
    •  Maintaining bilingualism, celebrating festivals and cultural diversity, bilingual books
  •  Many countries start school at a later age than in England, and classroom environments vary widely in different countries - pupils may need time to adapt to school life and teaching methods
  • Multiagency approach to identifying and meeting additional needs to EAL of pupils
  • Refugee information pack, resources and INSET from READS
  • Opportunities for learning through play

EMAS support to schools

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

For more information, contact:

Kali Rama, Head of EMA Primary Team,

Race Equality and Diversity Service (READS)
Children and Young People's Directorate
Gloucestershire County Council
Matson Lane,
Matson,
Gloucester, GL4 6DX
(Postal Address)

Tel: 01452 427261

email: reads@gloucestershire.gov.uk