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English as Additional Language Policy

 

June Bragahi

EAL Co-ordinator

July 2011

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English as Additional Language Policy

Introduction

The term English as an Additional Language (EAL) is used when referring to pupils whose

main language at home is a language other than English.

This policy sets out the school’s aims, objecties and strategies in respect of the needs and

s!ills of EAL pupils.

Aims and Obecti!es

• To welcome and alue the cultural, linguistic and educational e"periences that pupils

with EAL bring to our school.

• To implement whole#school strategies to ensure that EAL pupils are supported in

accessing the curriculum.• To help EAL pupils become confident and fluent in English in order to fulfil their

academic potential.

• To assess the s!ills and needs of pupils with EAL and gie appropriate proision

throughout the school.

• To e$uip teachers with the !nowledge to be able to support and trac! pupils with

EAL.

• To systematically trac! pupils’ progress and use the data in decision#ma!ing.

• To maintain pupils’ self#esteem and confidence by ac!nowledging and giing status to

 pupils’ s!ills in their own languages.

"trategies

• %ecognise the pupils’ mother tongue.

• &dentify the pupils’ strengths.

• Encourage socially and intellectually inclusie classrooms, aluing cultural

differences and fostering indiidual identities.

#eaching and Learning

• 'ifferentiated strategies for EAL pupils are to be clearly shown in planning.

• ae high e"pectations e"pect pupils to contribute and offer more than one#word

answers.

• Trac! progress carefully and ensure that EAL pupils are set appropriate and

challenging learning objecties.

• *ie newly arried pupils time to absorb English. +e mindful that there is a silent

 period’ when children understand more English than they use.

• %ecognise that EAL pupils need more time to process answers.

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• Allow pupils to use their mother tongue to e"plore concepts.

• *roup pupils to ensure that EAL pupils hear good models of English.

• -se collaboratie learning techni$ues.

Class $ subect teacher

• +e !nowledgeable about pupils’ abilities and needs in English and other subjects.

• -se this !nowledge effectiely in curriculum planning, classroom teaching and pupil

grouping.

EAL Co-ordinator

• -nderta!e initial assessment of pupils’ tandard English.

• *ie guidance and support in using the assessment to set targets and plan appropriate

wor!.

• /omplete &ndiidual Educational 0lans and or adise teachers on targets for EAL pupils wor!ing at below 1/ Leel 2.

• Adise teachers and support staff on differentiation strategies.

• 3onitor standards of teaching and learning of pupils with EAL.

• Liaise with the LEA Ethnic 3inority Team.

• Liaise with parents 4 guardians.

• upport pupils’ language deelopment both in class and by withdrawal sessions 5 as

appropriate.

The EAL Department acknowledges that it takes an average of seven years to become

 fluent in an additional language. A good command of the language and a range of

linguistic skills are essential for academic success.