What EAL Teaching and Learning looks like at Holmer CE Academy

EAL children make up around 9% of the children at our school and bring a wonderful range of diversity, strengthening our understanding of other faiths and cultures. Pupils at Holmer that are learning English as an additional language (EAL) share many common characteristics with pupils whose first language is English. Many of their learning needs are similar to those of other children and young people learning in our schools. However, these pupils also have distinct and different needs from other pupils by virtue of the fact that they are learning in and through an additional language, whilst also learning that language. In addition, they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning. Therefore teaching and learning of EAl pupils is planned for by:

Teaching

• Language content of lesson identified by the teacher
• Key language and vocabulary taught explicitly and reinforced e.g through explicit introduction, writing on the board, highlighting, modelling
• Opportunities created for practising new language e.g. talk buddies, TA use
• Successful modelling and demonstration of reading strategies/text type
• Use of shared/guided writing and other collaborative work
• Scaffolded learning through visual supports, text annotation, frames and word prompts
• Resources and tasks matched to the children’s needs
• Adequate time given for thinking and mental rehearsal
• Use of interactive strategies including partner talk in first and additional language and oral rehearsal time given before writing
• Effective use of additional adults - using their expertise to support and extend learning
• Cognitively challenging tasks are supported through the use of supportive contexts - pupil groupings, opportunities to work collaboratively, scaffolds such as frames and prompts
• EAL learners are grouped to give them challenge and good examples of English.

Learning

• EAL learners are motivated and engaged
• EAL learners acquire new skills/knowledge and increase understanding
• EAL learners use first or additional language for learning with confidence
• EAL learners work collaboratively together or with other learners to clarify and extend understanding as well as use of skills and concepts
• EAL learners ask questions to clarify and extend own learning
• EAL learners confidently speak up when they do not understand
• EAL learners develop proficiency in use of English through discussion
• EAL learners confident to use first/shared language when engaged in tasks
• EAL learners know how well they are doing and how they can improve their language and subject skills
• Progress is made in language acquisition as well as literacy.

Useful links to support your children at home!