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The Kingsdale Foundation School Ethnic Minority Achievement (EMA) Department
Promotes equality of opportunity for all minority ethnic groups.
Responds to the needs of the pupils for whom English is an additional language.
Supports minority ethnic groups who are particularly at risk of underachieving.
EAL pupils are expected to work towards achieving the same levels/grades as their monolingual peers of the same age and ability. In order to facilitate the accessibility of curriculum, class work is differentiated and supported by EMA Teachers and Teaching assistants.
The 4 stages of fluency in English described below are intended to help teachers to identify pupils’ level of spoken English and enable them to appropriately plan the next stage of progress.
EAL Learners in the class
Tasks which the EAL learner can attempt, to gain access to lesson:
FIRST LANGUAGE: the bilingual learner's first language is valued and can be used to enrich the culture of the class as a whole. EAL learners may write something relevant to the lesson in their first language. Another pupil who speaks the same language or the learner's parents may be able to check the work.
CLASSROOM INSTRUCTIONS: make sure that the EAL learner can understand classroom instructions. Lessons with a format are easier for EAL pupils to follow.
PICTURES: drawing or cutting out pictures and labelling them. This can help the learner's acquisition of language.
EQUIPMENT/SYMBOLS: displays of and learning the names of equipment/symbols essential to your subject. This can be very effective with Science apparatus.
KEY WORDS: compiling a glossary of key words in your subject, subject, spelling of which can be learnt. Language specific to particular subjects is often used without questioning the extent to which pupils understand it.
ORAL PARTICIPATION: encourages EAL learners to participate as much as possible in oral work. It is important to help the learner to develop confidence and not to feel nervous about speaking in English. Group work is useful as EAL learners learn English most effectively by working alongside fluent speakers of the language.
CLOZE: filling in blanks in sentences or short paragraphs where the words are given or supplied from memory.
TRUE/FALSE: saying or writing whether a given sentence is true or false.
SEQUENCING: ordering sentences of pictures to form a continuous piece of writing or picture story.
WORDS AND MEANINGS: matching words and definitions.
The above tasks can be used to set up targets for the EAL learner. It is important that they always have something to do which is relevant to the lesson.
"New to English"
- Recently arrived from another country
- Uses mostly a language other than English
- Relies on non-verbal gestures to communicate
- Is beginning to imitate language of peers
- May use greetings and short phrases in English
"Demonstrates a growing command of vocabulary, structures and comprehension in English"
- Is beginning to hold conversations with peers
- Can understand more than can use
- Combines Simple Phrases, for example, "Where book goes?"
- Beginning to write simple accounts of activities, stories seen or been involved in (as appropriate to age and ability)
"Appears to be orally fluent in informal contexts but has difficulty coping with the academic language demands of the curriculum"
- Able to use more complex structures in a variety of situations, for example, 'We couldn't go because it was raining'
- Understands more complex structures in a variety of contexts, for example, 'What do you think will happen if we put the spoon in first?'
- Writing shows evidence of a growing command of English grammar, a greater range of tenses, use of appropriate prepositions and a wider range of sentence connectives (After that; Finally; Instead of)
"Confident user of English in most contexts – fluently bilingual"
Still needs to develop full range of higher order language skills, such as those used in hypothesising, reasoning, present and argument, expressing emotions (at the appropriate level according to age)