EMAS EMAS Ethnic Minority Achievement ServiceEthnic Minority Achievement Service

Meeting the needs of Children with EALMeeting the needs of Children with EALSarah BerlinerSarah BerlinerChristine BoothChristine BoothKaneez RahmanKaneez Rahman

Ethnic Minority Achievement Service (EMAS)Ethnic Minority Achievement Service (EMAS)

EMAS – EMAS – Who are we?Who are we?Ethnic Minority Achievement ServiceEthnic Minority Achievement Service

We are a group of specialist teachers, teaching We are a group of specialist teachers, teaching assistants, BLAs (bilingual assistants) and home assistants, BLAs (bilingual assistants) and home school liaison officers who support children and school liaison officers who support children and their families coming in to our schools and pre-their families coming in to our schools and pre-schools with limited or no English.schools with limited or no English.

We work in nursery settings, infant, junior and We work in nursery settings, infant, junior and primary schools as well as some secondary primary schools as well as some secondary schools and special schools in Brighton and schools and special schools in Brighton and Hove supporting in many different languages. Hove supporting in many different languages.

Definitions of TermsDefinitions of Terms► Bilingual (bilingual learners) Bilingual (bilingual learners) – those with a – those with a

different home language to English. It does different home language to English. It does not always mean they are fluent in English.not always mean they are fluent in English.

► MultilingualMultilingual – those who have 2 or more – those who have 2 or more languages other than English.languages other than English.

► MonolingualMonolingual – those who only speak one – those who only speak one language e.g. Englishlanguage e.g. English

► EALEAL – English as an Additional Language – English as an Additional Language ► ESOL ESOL – English speakers of other languages – English speakers of other languages

(this refers to post 16 learners)(this refers to post 16 learners)

Learning in another Learning in another LanguageLanguage

Put yourself in their shoes…

Learning in another Learning in another LanguageLanguage

How did you feel?How did you feel?

What helped What helped you?you?

How can How can you help?you help?

What can you do?What can you do?

A child with no English starts in your class…

DonDon’’t panic!t panic!. Smile, be welcoming & make an effort. Smile, be welcoming & make an effort to communicate – gestures go a long wayto communicate – gestures go a long way

. Make the parents feel welcome, they will . Make the parents feel welcome, they will be feeling more nervous than yoube feeling more nervous than you

. Find a good buddy to show the child around . Find a good buddy to show the child around the school and take care of them at playtimethe school and take care of them at playtime . Help them to learn the class routines and use visual support e.g. . Help them to learn the class routines and use visual support e.g.

picture fans, Makaton symbols, visual timetables and photospicture fans, Makaton symbols, visual timetables and photos

. Find time to get to know the child and don. Find time to get to know the child and don’’t put too much t put too much pressure on them to perform initially.pressure on them to perform initially.

Remember a child that feels welcome will settle Remember a child that feels welcome will settle quicklyquickly

20% or 53,351 B&H residents are BME….

44% of BME residents are Non UK/British White

The BME population is increasing…

A changing demographicA changing demographic

In 2013 just over a quarter (26 per cent) of births in Brighton & Hove were to

mothers born outside of the UK.

One fifth of our children and young people are from a BME background

0%2%4%6%8%

10%12%14%16%18%20%

White UK/British (n=220,018) White Irish (n=3,772)

Other White (n=19,524) Mixed/multiple ethnic group (n=10,408)

Asian/Asian British (n=11,278) Black/Black British (n=4,188)

Arab (n=2,184) other ethnic group (n=1,799)

BME residents’ age profile is younger

The diversity of EAL students The diversity of EAL students ► Diverse cultural and linguistic Diverse cultural and linguistic

backgrounds backgrounds ► Different educational experiences Different educational experiences ► Different background experiences Different background experiences ► Different emotional contexts Different emotional contexts ► Transferable skills in L1Transferable skills in L1► Part of a community or an Part of a community or an isolated learner isolated learner

A Refugee StoryA Refugee Story

Support Systems

What support systems do you regularly access?

neighbours

Family & friends

social security

library

Careers advice doctors

dentists

school admissions

housing advice

banks

family centres

midwives

health visitors

pharmacies

schools & colleges hospitals

Some Support networks we access regularly…

pre - school

Take all of these support networks away

and this is how it is for our Newly Arrived families

The Diversity of EAL pupils

You can find out….Languages spoken and country they’re fromPrevious school experience if anyTrauma suffered although parents may not be ready to share thisLiteracy skills in home language etcIf the Newly Arrived child feels welcomed and valued this will make a significant difference to them settling quickly and becoming a happy member of the class.

It is important to find out the history of the child but this is not

always easyA meeting with the parents is invaluable if they speak some English. If not, and you

have a bilingual assistant, then a three way meeting could happen

The voice of the child with The voice of the child with EALEAL

What might they What might they say?say?

The Voice of the child with The Voice of the child with EALEAL

I want my parents to know about all the things that

happen at school

I might want to be silent and just

take things in

I want people to understand my religion and not make fun of me

I want you to know I can read & write in my MT

I might get cross sometimes because I can’t express myselfI want to feel safe in

the playground as I can’t say if someone

hurts me

It helps me to have pictures and

diagrams so I can understand

I don’t want to be given easy work just

because I can’t speak English yet

…most of all I want to be treated like everyone else

I am naughty sometimes because I just want to fit in

How long does it take?Me toilet go please

II can balance the ball on my head without

losing control of it

How long does it take to learn a new How long does it take to learn a new language?language?

Superficial, conversational Superficial, conversational fluency takes about 2 yearsfluency takes about 2 years(BICS – Basic Interpersonal Communication Skills)(BICS – Basic Interpersonal Communication Skills)

Academic fluency can takeAcademic fluency can take between 5 and 9 yearsbetween 5 and 9 years ((CALP – Cognitive Academic Proficiency)CALP – Cognitive Academic Proficiency) Remodel mistakes sensitively rather than over correctingRemodel mistakes sensitively rather than over correcting

II can balance the ball on my head without losing control

of it

Me toilet go please

Re-modeling mistakesRe-modeling mistakes

You went to a farm yesterday and saw some

sheep? Who did you go with?

Yesterday I go-ed to the farm and I see-ed sheeps I go-ed

with my mum

You went with your mum, how

lovely.

Yes I went with my

mum

The Early stages of learning a The Early stages of learning a languagelanguage

►The silent periodThe silent period►Understanding first Understanding first ►Using gesturesUsing gestures►Echoing othersEchoing others►Using common phrases Using common phrases e.g. ‘sit down’ e.g. ‘sit down’ Don’t worry during this stage or try to insist the child speaks as this can Don’t worry during this stage or try to insist the child speaks as this can

be stressful for them. Remember if the child is happy they will still be be stressful for them. Remember if the child is happy they will still be taking everything in and therefore learning even if they are silent taking everything in and therefore learning even if they are silent

(the silent stage is different from a refusal to speak as in selective (the silent stage is different from a refusal to speak as in selective mutism)mutism)

The Language Aware The Language Aware TeacherTeacher

What do bilingual learners need?What do bilingual learners need?► To have thinking time before answeringTo have thinking time before answering questions so they can process languagequestions so they can process language

► To have home language and culture valued To have home language and culture valued

► To have language modelled for them To have language modelled for them e.g. being last to speak in circle time so they can copy otherse.g. being last to speak in circle time so they can copy others

► To have opportunities to speak e.g. give questions requiring one To have opportunities to speak e.g. give questions requiring one word answers or give them a choice of answers, so child is able to word answers or give them a choice of answers, so child is able to join in even when a beginnerjoin in even when a beginner

► To use language structures they can easily build on e.g. I can… / To use language structures they can easily build on e.g. I can… / I can’t… / I like… / I don’t like…I can’t… / I like… / I don’t like…

Importantly they need to feel safe enough to take risks Importantly they need to feel safe enough to take risks

You You can….can….Create stress free situations where…Create stress free situations where…

language can be practiced in a non-language can be practiced in a non-threatening way e.g. home cornerthreatening way e.g. home corner encourage games where the child can encourage games where the child can play alongside their peersplay alongside their peersuse non verbal activities e.g. taking use non verbal activities e.g. taking a message with a partner or giving outa message with a partner or giving outwork so child learns names of their peers work so child learns names of their peers use other children with the same home language to help child feel settled, use other children with the same home language to help child feel settled, this also shows them their Mother Tongue is valued by everyonethis also shows them their Mother Tongue is valued by everyone encourage child to socialise and sit with children who are good language encourage child to socialise and sit with children who are good language role models and use trios instead of talk partners taking pressure off role models and use trios instead of talk partners taking pressure off beginnerbeginnerAAdapt activities so child is doing similar work to peers e.g. drawings related dapt activities so child is doing similar work to peers e.g. drawings related to topic that can then be labelled so they begin to learn topic languageto topic that can then be labelled so they begin to learn topic language

The child who feels included in the class will progress quicklyThe child who feels included in the class will progress quickly

Support with WritingSupport with WritingProvide children with story mats or

writing frames to support their writing. This means even at the

early stages of writing they can still access a task

Give key words with pictures related to familiar stories so the EAL child can

write simple sentences

The Benefits of Bilingualism► 70% of the world live with two or more languages

► Bilingualism can have long term advantages to our brains

► Bilingualism builds a natural awareness of how languages work. It’s called ‘meta-linguistic- awareness. Children can find it easier to learn third or fourth languages

► Choosing between languages gives children greater flexibility of thinking. They can apply this to other areas. For example they can be good at problem solving. They can also be more sensitive to others from a young age

► Multilingual children can outperform monolingual children at secondary school, if their first language is acknowledged and supported alongside English.

► New research suggests bilingualism has long-term cognitive advantages. E.g. protecting against dementia in old age

► Children need to be strong in their first language or they may develop ‘limited bilingualism’ when they are not strong in either language. This ‘half half’ situation means they will lack a rich vocabulary. For example, this will affect their ability to write imaginatively when they are older

Remember EAL is not a Special Educational Need but an asset

Teaching Practice TaskTeaching Practice Task► What is the system for supporting children with EAL in What is the system for supporting children with EAL in

the school?the school?► Find out the languages spoken in your class/ the school Find out the languages spoken in your class/ the school ► Are there any children receiving EMAS support? What Are there any children receiving EMAS support? What

do they receive?do they receive?► Identify a ‘language aware’ teacher. What strategies to Identify a ‘language aware’ teacher. What strategies to

they use?they use?► Be language aware in your lesson planning and Be language aware in your lesson planning and

teachingteaching► Look at how the learning environment supports children Look at how the learning environment supports children

acquiring Englishacquiring English► How do the school monitor achievement of children with How do the school monitor achievement of children with

EAL?EAL?

EMAS, Fairlight School, St Leonard’s Road, Brighton. BN2 3AJ Tel:01273-292521