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EAL support in British Schools

Whole School and Cross-Curricular Issues. EAL support in British Schools. Hendon School Facts & Figures Difference between EAL and SEN UK Primary School integration system UK Secondary Schools integration system Teaching Tips. EAL students in Hendon School.

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EAL support in British Schools

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  1. Whole School and Cross-Curricular Issues EAL support in British Schools

  2. Hendon School Facts & Figures • Difference between EAL and SEN • UK Primary School integration system • UK Secondary Schools integration system • Teaching Tips

  3. EAL students in Hendon School • 100 Hendon EAL pupils currently not attaining their intellectual ability • Most Hendon pupils are bilingual • Ethnicity Survey: each category represented

  4. EAL and SEN • EAL pupils should work at correct intellectual level (even if English language not yet proficient) • Withdrawals from class - only necessary when pupils cannot follow lesson at all (e.g. RE, History, English and MFL) • EAL pupils eventually catch up with peers (and sometimes overtake them)

  5. EAL students in Primary School • Local Primary has fewer than 2 mother tongue English speakers per class • Pupil’s mother tongue is given status • Pupils have varying forms of extra support • Recent new arrivals predominantly come from Poland, Somalia and Portugal

  6. Teaching Tips • EAL pupils need context embedded lesson • Visual support is very helpful to convey meaning • EAL pupils initially go through silent phase (usually lasting roughly 6 months) • Pupils acquire colloquial language within 2 years, academic language takes much longer (usually 5-7 years)

  7. Teaching Tips • Greet EAL pupils warmly with correctly spelt / pronounced name and eye contact • Involve EAL pupil in lesson as much as possible (e.g. let them give out books/materials) • Find them a buddy (ideally with same language) encourage use of bilingual dictionaries • Create activities where pupils interact

  8. Why offer GCSEs and A-Levels in Community Languages? • Getting a GCSE is motivating for youth. • Many pupils may otherwise never acquire literacy skills in the language they speak • It is a concrete affirmation of their ability to use their heritage language proficiently

  9. “There is more to education than just exam results - including self-esteem, identity, valuing cultural heritage.”

  10. and another nice quote… “Given appropriate school experiences and intervention and high expectations by their teachers, they – bilingual learners – can and do achieve at the same levels as their peers who are already familiar with the language of the school.”

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