Strategies and Insights to Support English as an Additional Language (EAL) Learners to Thrive at School
As educators, we are increasingly working with students who speak one or more languages at home and are learning English within our educational settings. These English as an Additional Language (EAL) learners bring a wealth of linguistic and cultural diversity to our classrooms. This post draws on insights from the EAL training at MAST to explore how we can effectively understand and support these pupils.
What is EAL?
Simply put, EAL describes children "who speak one or more languages in the home and who are learning much of their English in an educational setting". It’s important to remember that a child’s first language, also referred to as their home or family language, plays a crucial role in their development.
Understanding the Challenges
Learning English while simultaneously engaging with the curriculum presents a "double task" for EAL learners. They may encounter challenges due to different grammatical structures in their first language, fewer opportunities to practice English outside of school, and prior educational experiences that differ from the UK curriculum. Everyday tasks can require greater effort, and learners might experience feelings of isolation or struggle to meet their own needs due to language barriers and cultural differences.
The Importance of Language Development
It's helpful to distinguish between playground language and academic language. While basic conversational fluency might develop in approximately two years, acquiring the more complex academic language needed for curriculum access can take significantly longer, around four to seven years.
EAL Support Strategies
There are many strategies for supporting new and existing EAL pupils. Here are a few to consider:
- Welcoming New Arrivals: A welcoming strategy is essential for new EAL pupils. This can include buddying up with a classmate, providing help with settling in, offering an introduction to the school, and conducting an initial family interview that includes finding out about the child’s language skills at home.
- Visuals: Utilising visual aids throughout the classroom is crucial for making content accessible. Consistent use of visuals can bridge language gaps and enhance understanding.
- Blank Levels: Understanding the four Blank Levels can help educators tailor their questioning to a pupil's language development. These levels range from basic naming (e.g., "What is this?") to justifying and reasoning (e.g., "How do you know the pupil is worried?")
- Assessment and Identification of Need: Assessing the four domains of language use – reading, writing, speaking, and listening (also referred to as literacy and oracy) – is vital for understanding an EAL learner's strengths and areas for development. Tools like APPEAL - Assessment and Pupil Profiling for EAL Pupils - can be valuable in this process. It's crucial to remember that learning English is not a speech and language difficulty. However, if speech and language difficulties are present in the pupil’s first language, consulting with a speech and language therapist (SALT) is recommended. Many resources used by SALT can also be beneficial for children learning English.
Supporting EAL learners effectively requires a commitment to quality first teaching, a welcoming school environment, ongoing assessment to inform strategies, and clear pathways for referral to SEN and SALT services when necessary. By understanding the unique challenges and implementing appropriate support, we can ensure that all our EAL pupils have the opportunity to thrive.
