Revised A Guide To Supporting EAL Learners
Revisedand updated2017A Guide toSupportingEAL LearnersWritten by Caroline Crolla andJeanine Treffers-Daller
ContentsIntroductionEAL learners and mainstream education 2Background researchCognitive benefits 3Vocabulary 3Challenges inlanguage learningRecognising the challenges 7Parents and community: Supporting pupils’learning 8Funding 8Learner-to-learner communication 3Pupil portraitsCode switching 3Anna 9Support in theclassroomAmal 10Further supportAssessing a new pupil 4Oxford University Press resources 11Planning lessons 5Useful resources 11Tips for putting it into practice 6Further reading 11Endnotes 12About the authorsCaroline Crolla has had a career in teaching English,drama and media studies in several schools in bothKenya and the UK. She has been Head of English, SeniorTeacher and Deputy Headteacher in secondary schoolsbefore moving into teacher education. She is particularlyinterested in English as an additional language (EAL);grammar and knowledge about language; assessmentfor learning; and leadership in schools. She currently isHead of Initial Teacher Training.Jeanine Treffers-Daller is Professor of SecondLanguage Education and Director of the Centrefor Literacy and Multilingualism. She is particularlyinterested in how depth and breadth of vocabularyknowledge affect academic achievement and inhow monolinguals and multilingualsdiffer from each other in the rangeWho is thisof words they use orally or inwriting.guide for?AcknowledgementsArtwork: David Semple; P1 and P12 Oxford University Press;P2 Corbis; P4 Paula Solloway/Alamy; P6 The Photo Library Wales/Alamy; P7 Andrew Fox/Alamy; P8 Paula Solloway/AlamyExtracts from DfSE materials are reproduced under the terms of theOpen Government Licence.1 Oxford University Press 2017Teachers, headteachers, andall those working specificallywith children learning EAL,and local educationauthority support servicesin primary schools.No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl.www.oxfordowl.co.uk
IntroductionEAL learnersand mainstreameducationThe term English as an additional language (EAL) iscommonly used in mainstreamUK education to describechildren who speak oneor more languages inthe home and whoOne in fiveare learning muchpupils in primaryof their English in anschools in England iseducationalsetting.1learning EAL.The term English asa second language(ESL) is used widelyinternationally, however,there has been criticism of theterm for the implication that English is the secondlanguage when, for many children, it is actually theirthird or fourth language. Children learning EAL/ESLare often also known as ‘bilingual’. In this guide, theterm ‘bilingual learner’ has been adopted to meanchildren who have at least two languages in theirrepertoire, but who may not have equal competencein each language.“”The percentage of children in our primary schoolswho speak English as an additional language has risenfrom 18.1% in 2013 to 20.1% in 2015.2 Most of thesechildren belong to well-established ethnic minoritycommunities, and have been born and educated in theUK. EAL support is typically concentrated at key stages1 and 2, those in the early stages of learning English(current funding is for the first three years of learningEnglish), under the assumption that bilingual learnerswill catch up with their monolingual peers and willthen require similar teaching and learning experiences.However, the features of academic language need to betaught explicitly if EAL pupils are to achieve as well astheir monolingual peers as their language develops.2 Oxford University Press 2017Key messagesEstablished good practice for pupils learning EAL is largelygood practice for all pupils. Teachers should explicitlymodel language structures and patterns.Initial whole-school processes for assessment of language,learning and pastoral needs on entry is crucial as isdeveloping a welcoming ethos that reflects diversity andculture.Children who are learning EAL will learn more quicklyalongside fluent users of English who can provide goodlanguage and learning role models.Research shows that it can be important to encouragenew arrivals to write both in English and their firstlanguage, where appropriate, and to have access tobilingual resources and first language texts; this willincrease the speed of their English proficiency.Learning EAL should not be considered to be a SpecialEducational Need (SEN).Test scores will not accurately reflect the potential of apupil who is in the early stages of learning EAL and shouldnot therefore be used as the main criterion for placingthe pupil in a teaching group. Learn about their previouseducation and ability in their first language.No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl.www.oxfordowl.co.uk
Background researchFigures from the Department for Education show thatpupils whose first language was English outperformedthose whose first language was not English in all fourelements of key stage 1,3 although there are importantdifferences between children from different backgroundsand some are very successful. (See Further reading for moreinformation). All schools, but in particular those with largenumbers of children learning EAL, face the challenge offinding effective ways to raise the levels of achievement inlanguage-related subjects, as well as in other subjects forthose learners. For teachers, it is essential not to conflatethe surface social ‘playground’ conversational English,Basic Interpersonal Communicative Skills (BICS) with thesecured English language ability necessary for academicprogress, Cognitive Academic Language Proficiency (CALP).The distinction between BICS and CALP, first proposed byCummins (1979)4 was later elaborated into a new model ofcommunicative proficiency, which analyses communicationalong two dimensions: the first one refers to the amountof contextual support that is available; and the other onerefers to the range of cognitive demands that are involvedin communicative tasks (see Figure 1). Activities which takeplace in the classroom are often cognitively demanding aswell as context-reduced (top right quadrant), which makesthese particularly challenging, by comparison with languageused in the playground (bottom left quadrant) (see alsoGibbons (1991),5 for the distinction between playgroundlanguage and classroom language). Hal et al.6 elaborateson this model demonstrating that EAL pupils need to besupported with work concentrated in the top left quadrant astheir language develops, so that they can eventually operatesuccessfully in the top right quadrant where academicliteracy sits.Cognitively demandingcommunication (CALP)Example:comparing andcontrastingExample:arguing a caseContext-reducedlanguage (CALP)Context-embeddedlanguage (BICS)Example:saying helloExample:listening to a storyCognitively undemandingcommunication (BICS)Figure 1 The Cummins framework3 Oxford University Press 2017Cognitive benefitsWhile a considerable amount of research has been carriedout into the challenges faced by children learning EAL, itis less well known that there are also important cognitivebenefits of being brought up bilingual. Bilingual learnersdemonstrate an advantage over monolingual learners innon-verbal tasks requiring attentional control, such as cardsorting tasks where children need to select figures on cardsaccording to shape and then colour.7 Bilingual learners arebetter at switching from one instruction to the next, possiblybecause they are used to juggling two languages andsuppressing one language whilst using the other.VocabularyBilingual learners often have a smaller vocabulary in eachlanguage than monolinguals do,8 and do not always have atranslation equivalent for each English word in their otherlanguage, although the total vocabulary will be comparable.So, teachers will need to be aware of the fact that subtleconceptual distinctions, such as the difference between a cupand a mug, may need to be taught as they may not exist inthe child’s first language(s). Teachers should also be mindfulthat some words in English have more than one meaning indifferent contexts, such as table.Learner-to-learnercommunicationTeachers are often fearful about allowing children tocommunicate in a language they themselves do notspeak.9 However, studies have highlighted the increasein motivation that young bilingual learners demonstratewhen encouraged to speak with each other, for example, inBengali, as in Kenner’s (2010) research in southern England.10Code switchingBaker (2006)11 suggests that code switching (the use oftwo or more languages in one conversation or even onesentence) may be the most ‘personally efficient manner’ ofcommunicating for bilingual learners, but despite recentresearch demonstrating how useful it can be, it is often notaccepted by teachers in the classroom and policy-makers.12No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl.www.oxfordowl.co.uk
Support in theclassroomAssessing a new pupilEstablished good practice for pupils learning EAL is largely good practice for all pupils.Schools which are serious about knowing their pupils well will know the value of initialwhole-school processes for assessment on entry. This includes an initial family interview,buddying with an able English speaker (or a bilingual learner with the same first language)and introduction to the school. The basic entry questions about how long/if the pupil hasbeen educated, ability in their home language, cultural norms and expectations regardingeducation, personal interests and beliefs, are all essential knowledge to know how and whatto plan in the English classroom.IN FOCUS Placing a new arrival in an appropriate class or group:Children who are learning EAL will learn more quickly alongside fluent users of English who canprovide good language and learning role models.If possible, place the pupil in a class or group that includes a pupil who speaks the same language.A child with little or no previous experience of schooling needs careful consideration. It may seemappropriate initially to place them in the year below their chronological age or in a lower group.However, there can be disadvantages to such a strategy. Research shows that maintaining an ageappropriate curriculum and securing high cognitive challenge are critical to progress for childrenlearning EAL. Therefore, it is important to differentiate lessons to enable access according to pupils’Avoid automatically placingnew arrivals with low-achievingchildren or children with SEN.needs. Use visuals, graphic organisers and practical activities alongside clear language patterns forpupils to express understanding. See https://eal.britishcouncil.org/Learning EAL should not be considered to be a Special Educational Need (SEN) and bilinguallearners should not be automatically identified for SEN support, as this is likely to be inappropriateto their needs. Avoid placing children learning EAL in groups with low-achieving children or withchildren with SEN. Assessment of SEN is complex and should not be undertaken too soon after thechild arrives in school.During independent and group-working sessions, ensure that the child is included in groups thatcan provide good role models in terms of language and learning. This is in order to create the bestfit for their language and learning needs.Test scores will not accurately reflect the potential of a pupil who is in the early stages of learningEnglish as an additional language and therefore should not be used as the main criterion forplacing the pupil in a teaching group. Initial assessment on pupil’s previous education and abilityin their home language is important in providing appropriate teaching and learning.Identify the prior knowledge required to access lessons and ensure this is in place so that pupilsfrom a different educational background can access the lesson.Build on what pupils bring with them, e.g. in geography draw on their knowledge of the capital,rivers, seas, mountains and deserts of the country they come from.4 Oxford University Press 2017No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl.www.oxfordowl.co.uk
A Guide to Supporting EAL LearnersPlanning lessonsWhen planning lessons, it is useful to ensure youinclude episodes of exploratory talk, to scaffoldlistening and to ensure modelling by able speakerstakes place. Language that is needed for various tasksalso needs to be planned and modelled by the teacher.Plan episodes of exploratory talk — James Britton’sphrase ‘reading and writing float on a sea of talk’(1983)13 underpins good English practice. Allownew arrivals to adopt a silent period and ‘float’ ongood-quality models provided by their peers, beforethey dive in themselves. Once they have acquiredplayground talk, students need to be supported inunderstanding the difference between spoken andwritten English.Build in thinking and discussion time in small groups/pairs prior to whole class discussion. See below forguidance on how materials need to be used:Differenceswith male andfemale rolesUsed toother wledgetowards UK-centricresources, suchas mapsFigure 2Parents withlittle or noEnglish usedin the homeLearnersmay tire moreeasily due tonew languagelearningNot used tohomeworkdeadlines1. Modelling of language: Tower Hamlets Progressionin Language Structures2. The use of key visuals, talk organisers and/or graphicorganisers.Scaffolding listening — teachers are expert in theuses of word banks of conjunctions, powerful verbsand subject-specific language to support writing.Scaffolding listening for learners of EAL is also useful.It is helpful to identify some of the most complexlistening activities planned in English lessons; provideimages of key concepts for students to listen out forand mark off on a tick list or bingo sheet. One-waylistening, such as audio, instructions and lectures,generally provides the biggest challenge.DifferentgrammaticalstructuresUsed todifferentteachingstylesCulturalsensitivities thatmay be broughtabout in subjectcontentUsed toa differentcurriculum andknowledgebackgroundSome common barriers to learningModelling — just as there is a clear argument forthe importance of models of able speakers, childrenlearning EAL need constant exposure to models ofdifferent writing genres to support progress.For practical suggestions, see Learning and Teaching forBilingual Children in the Primary Years (DfES 2006):14Unit 1: Planning and Assessment for Language and LearningUnit 2 : (two booklets): Creating the Learning Culture: Makingit Work in the Classroom.5 Oxford University Press 2017No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl.www.oxfordowl.co.uk
A Guide to Supporting EAL LearnersTips for putting it into practice15Help with settling inIntroduce yourself and write your name down for the new pupil, if the pupil is literate.Checking pronunciation of child’s name and preferred name is also important.Allow the pupil plenty of listening time. Do not worry if they do not say much at first.Concentrate on communication at first, rather than correction. Involve the pupilin using the language from an early stage. As the pupil’s confidence in Englishincreases, provide constructive feedback to help the pupil learn from their mistakes.Make the pupil feel included by involving them in routine tasks.Show the meaning of any instructions to the pupil/class, for example, stand up,sit down.Encourage their peers to assist where appropriate, for example in explaining tasksand encourage the class to say hello in the new pupil’s language.ResourcesIN FOCUS Features of classroomswith strong EAL supportbased on research evidence:Enthusiastic teachers whoare positive about thebenefits of first language(also known as L1 ormother tongue) use in theclassroom and aim toprevent language loss.16Children being allowed tobe silent.17Using the L1 moreBilingual and/or picture dictionaries can be useful.extensively in FoundationAudio resources provide opportunities for listening to the sounds and patternsin English.in schools with a majorityUse visual support in the form of photographs, artefacts, films, software, etc. tohelp with understanding. Presenting information using graphic organisers, such aspie charts, graphs, pictograms, tables and grids, can help with comprehension byreducing the amount of language needed.Home support and learningWhere possible, encourage parents and carers to support home-learning tasks.and key stage 1, especiallyof one heritage language.18Lots of one-to-oneinteraction in theclassroom.19Planned peer activities.20Good resources available.21Encourage the pupil to create their own word lists.Planning implicationsInclude curriculum links to the culture and language of new pupils, where possible.Ensure you plan meaningful activities that will allowthe pupil to feel integrated into the class, while stilldifferentiating at the appropriate level.Plan opportunities for the pupil to repeat the languageand learning in context, such as through group work.Where possible, pair the child with a proficient speakerof their first language to help with content learning.Ensure you provide support for learner independenceby using scaffolding techniques, such as writing frames;word banks and sentence banks to model the languagestructures; and key vocabulary to be learned.Remember that pupils may not be familiar with theEnglish alphabet or even reading from left to right, andso may need help with handwriting and capital andlower case letters.6 Oxford University Press 2017Plan opportunities for visual learning.No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl.www.oxfordowl.co.uk
Challenges inlanguage learningRecognising thechallengesThe pupils’ facility with ‘playground’ English sometimesmisleads teachers into thinking that the pupilsunderstand and can produce more than is actuallythe case. Academic English can take much longerto develop and therefore needs to be planned for,explicitly taught and learning reinforced in meaningfuland purposeful contexts. It is widely accepted22 thatit takes second learners approximately two years toachieve a functional social use of a second language,ABCDENObut four to seven years to achieve a level of academiclinguistic proficiency comparable to monolingualEnglish speaking peers. Cameron and Besser (2004)23highlight the need to teach academic writing and keyfeatures of English grammar that are critical for childrenlearning EAL.Pupils learning EAL in your classes are likely to be atdifferent points along a continuum of experience inlearning English: new, becoming familiar, growing inconfidence and fluent users of English. Schools arerequired to provide a code from A to E t
children belong to well-established ethnic minority communities, and have been born and educated in the UK. EAL support is typically concentrated at key stages 1 and 2, those in the early stages of learning English (current funding is for the first three years of learning English), under the assumption that bilingual learners
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