Heather Stevens looks at the importance of considering the emotional and social wellbeing of new EAL pupils.

On a recent trip to Greece I stopped at a small roadside store for some shopping. I expected to struggle as I don’t speak a word of Greek, but what I was not expecting was how at sea I would feel because I couldn’t understand a word that the shopkeeper was saying. It struck me that a pupil who is new to English must constantly feel like this when they first come to an English speaking school. For the pupil, in common with all children starting a new school, there are all sorts of cultural, social and emotional issues which will be as important to them as their lack of English.

For school, it’s important to find out as much as possible about the pupil’s background before they start. Although information about their language development will form part of this, it’s just as important to find out about their social, emotional and academic background and their personal strengths.

Remember, speaking a different language is not a disadvantage and should never be seen as a special need.

‘Difficulties related solely to limitations in English as an additional language are not SEN.’

Draft special educational needs and disability code of practice: 0 to 25 years Reference DFE-00205-2013 Crown copyright 2014 Chapter 6.21.

All schools have an induction process for new pupils and recognise how important it is that new pupils should feel welcome. If they are to achieve their learning potential, they need to feel that they are valued members of the school community. This is particularly important for EAL students.

the admission and integration of newly arrived pupils proved to be a very good litmus test of how well the principles of inclusion and race equality were applied in practice. It also helped to deepen the staff’s understanding of how well the school was placed to ensure equality of access and opportunity for all its pupils.

The education of asylum-seeker pupils (Ofsted 2003).

To ensure that all EAL pupils feel welcome and have this level of emotional security, there are a number of things that the school can do in preparation. Using a checklist to highlight actions that can be taken before, and when, the pupil starts at your school is an invaluable way of ensuring that you consider all of the necessary steps towards integration.

Top 5 tips…

Here are some of the key things to consider

  • Research the pupil’s language and cultural background
  • Talk to the class about the new pupil and investigate their country of origin, culture, language, etc.
  • Investigate access to an interpreter (this may be a member of staff or a parent who speaks the same language)
  • Find a “language buddy” for the pupil
  • If possible learn a few words or phrases in the pupil’s language and use both languages in classroom labels

If your school can provide positive early experiences then EAL students should quickly feel secure enough to begin their journey into another language.

Interview: Belinay arrived in England from Turkey 6 months ago. She is in year 5.

Q: DID YOU SPEAK ENGLISH BEFORE COMING TO ENGLAND?

A little but not really. I learn English for a year in Turkey.

Q: HOW DID YOU FEEL ABOUT COMING TO SCHOOL IN ENGLAND?

It was scary but everyone is very kind and speaks slowly so I understand and the teachers explain things again if I don’t understand. I like the teachers and the lessons is fun. They let me be slower and don’t tell me off for being slower.

Q: HOW DO YOUR TEACHERS HELP?

They help me with homework and the words that I don’t understand, there are lots of those in science but it is easier now. They also help me say words so I can talk better. When I first come I know English but had to say words again. Now I don’t have to say words again.

Q: WHAT HELPED YOU MOST WHEN YOU CAME TO SCHOOL IN ENGLAND?

The class did some learning on Turkey and I talked about Turkey. My teacher told everyone how to say hello in Turkish. I told how to say thank you and goodbye.

References

  • New Arrivals Excellence Programme Guidance (2007) DCSF Publications
  • Conteh, Jean. (2012) Teaching Bilingual and EAL Learners in Primary Schools. London: Sage/Learning Matters
  • Pim, Chris. (2013) How to support children learning English as an Additional Language. UK:LDA
  • Draft special educational needs and disability code of practice: 0 to 25 years, Chapter 6.21, Reference DFE-00205-2013. Crown copyright 2014
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