English As An Additional Language Policy

Legal Status:

  • In line with the requirements of the Race Relations Act 1976

Applies to:

  • Whole college

To be read with:

  • SEN Policy
  • Teaching and Learning Policies

Available from:

  • The college office

Monitoring and Review:

  • To be continuously monitored and reviewed by no later than two years from the date shown below.

Signed: Date:July 14th 2011

Proprietor and Principal

English as an Additional Language (EAL) Policy

Introduction

The EAL department aims to ensure that all pupils whose first language is not English:

  • become autonomous in all aspects of the English Language;
  • are supported so that they gain full access to the full school curriculum that is offered;
  • become aware of and can appropriately respond to differences and similarities between their cultures and others;
  • progress in their abilities within each aspect of the English language including speaking, listening writing and reading;
  • are supported in their preparations for their next step in their academic careers.

In common with the rest of the curriculum, where a pupil is learning English as an additional language, this is individually planned for, taking into account the particular needs of the pupil and working with the family to plan how best to facilitate the pupil’s integration into an English speaking setting. If for example, a pupil at our college was most comfortable with say another language our strategy in understanding how best to enable the pupil to use English would include observing the child communicating in their mother tongue. As a result of this, key English words would be sent to the parents, and we would request from them a list of the key words in their mother tongue. This would enable the teachers to be familiar with what the pupil might be trying to say. It would also assist in preventing the child becoming disheartened having managed to form a word, this being a significant achievement, in the mother tongue and then enable the teachers to encourage the pupil to transfer the word into English. Our experience is that this individually tailored approach has shown to be highly successful. We offer parents the option to receive any policies, procedures, newsletters etc. That they would receive in English, translated into other languages. In our college the teaching and learning, achievements, attitudes and well-being of all our pupils are important. We encourage all our pupils to achieve the highest possible standards. We do this through taking account of each child’s life experiences and needs.

The backgrounds of pupils at Albion College mean that the needs of its EAL pupils are most frequently higher order language needs such as higher order reading and listening comprehension skills and the need to use more sophisticated vocabulary and phrase in speaking, writing and grammar.

Assessment for learning

  • Our college uses the Common European Framework (CEF) English scales to measure English language competence for EAL pupils linked to the National Curriculum. These have only recently been published. We carry out ongoing recording of attainment and progress in line with agreed school procedures.

  • The statutory assessment arrangements of the National Curriculum allow us to make special arrangements for pupils who are learning English as an additional language.

Aims and objectives

  • The National Curriculum secures entitlement for all pupils to a number of areas of learning and gives them the opportunity to develop the knowledge, understanding, skills and attitudes that are necessary for their self-fulfilment and development as responsible citizens. We promote the principles of fairness and justice for all through the education that we provide in our school.
  • The aim of this policy is to help ensure that we meet the full range of needs of those pupils who are learning English as an additional language. This is in line with the requirements of the Race Relations Act.

We aim to raise the attainment of minority ethnic pupils by:

  • assessing pupils’ English ability and giving pupils with EAL access to the curriculum as quickly as possible;
  • providing pupils with EAL opportunities to hear and read good models of English and extend their knowledge and use of English;
  • providing additional in-class and withdrawal support to these pupils;
  • developing an understanding of and valuing pupils’ home languages;
  • using visual and auditory resources;
  • assessing pupils with EAL to establish their needs and progress;
  • liaising with SEN colleagues in identifying pupils who may additionally have SEN.

Identification and Assessment

Parents/Guardians are asked to inform college of any language needs their child may have on entry to college. In addition to this, their class teachers liaising with colleagues and working alongside pupils should be able to identify and assess pupils with EAL in order to target them for support. This can be done using a variety of data, including:

  • Teacher assessment;
  • Individual pupil targets;
  • Attendance and behaviour monitoring.

Once the pupils have been identified and assessed, the class teacher needs to work with colleagues to develop Individual Language Plans with SMART targets (ILPs). All should be aware that EAL pupils will frequently understand what is being said, well before they have confidence enough to speak themselves.

Teaching and learning style

In our college, teachers take action to help pupils who are learning English as an additional language by various means developing their spoken and written English by:

  • ensuring that vocabulary work covers the technical as well as the everyday meaning of key words, metaphors and idioms;
  • providing in class support for individuals and small groups;
  • developing appropriate resources;
  • explaining how speaking and writing in English are structured for different purposes across a range of subjects;
  • providing a range of reading materials that highlight the different ways in which English is used;
  • encouraging pupils to transfer their knowledge, skills and understanding of one language to another;
  • providing support within small-group intervention strategy programmes also involving non–EAL pupils;
  • providing advice and training for staff members;
  • building on pupil’s experiences of language at home and in the wider community, so that their developing uses of English and other languages support one another.

Home-school links

are in place to:

  • welcome parents/guardians into college;
  • communicate with and involve parents in their pupils’ learning;
  • promote a multi-cultural understanding in college.

The college is aware of obstacles to communication that may arise for some pupils and families with EAL and knows where to seek advice and support to overcome these.

Professional development

All staff are provided with opportunities for training on EAL, for all staff to extend their knowledge and understanding and enhance their skills. This contributes to the development of good practice and the raising of achievement within the school.

Use of ICT

ICT is a central resource for learning in all areas at Albion College and is used when relevant for meeting the needs of EAL pupils.

Resources

Staff working with EAL pupils can receive training in how to use existing resources to support language development, as part of their professional development. The school seeks to purchase resources which reflect different ethnicities in their language, visual images and content. Money is allocated each year to purchase further resources to support Learning Development including EAL.

Effective EAL support

The support available in the department will take following form:

  • Key Stage 4

Pupils with an appropriate level of English will continue in mainstream English lessons leading to GCSE English and English literature. Those who would find the GCSE curriculum too difficult or inappropriate will receive timetabled EAL lessons in preparation for the First Certificate in English or the Cambridge Preliminary English Test.

  • Key Stage 5

Sixth formers are recommended two lessons of EAL a week during their study periods. Pupils are working towards the IELTS examination which is required by many universities in the UK and abroad. Arrangements will be made for them to take their IELTS at a local college centre.

This will be evidenced by:

  • high standards of EAL training and curriculum content for EAL pupils;
  • good leadership and management of EAL;
  • pupils with EAL are sufficiently challenged and supported so they can reach their potential;
  • support takes account of pupils at the early stage of language learning;
  • use of our ‘guardian angel’ system. New EAL learners can be paired with both a helper who speaks their mother tongue (to help them feel comfortable) and a classmate (to help them integrate into the school);
  • support takes account of pupils at later stages of language learning by supporting them in their development of literacy across the curriculum and higher order language skills, e.g. pre-teach specific vocabulary, for example for science, to prepare them in advance of the lesson;
  • the offered curriculum is relevant and sensitive;
  • the Senior Leadership Team (SLT) is involved in the monitoring, deployment and quality of provision for the support of minority ethnic pupils;
  • links with parents are good;
  • the area is a strength in the college.

Curriculum Access

  • At Albion College teaching and learning, achievements, attitudes and well-being of all our pupils are important. Some of our pupils may have particular learning and assessment requirements, which are linked to their progress in learning English as an additional language. Pupils who are learning English as an additional language have skills and knowledge about language similar to monolingual English-speaking pupils. Their ability to participate in the full curriculum may be in advance of their communicative skills in English.
  • All pupils in our college follow the curricular requirements of the Foundation Stage and the National Curriculum. Pupils with English as an additional language do not produce separate work.
  • We support individual pupils or small groups of pupils and, at times, teaching the whole class. Sometimes they work with groups of pupils, of whom only one or two may be EAL pupils.
  • We plan opportunities for pupils to develop their English, and we provide support to help them take part in activities. These include:
  • building on pupils’ experiences of language at home and in the wider community, so that their developing uses of English and of other languages support one another;
  • providing a range of opportunities for pupils to engage in speaking and listening activities in English with peers and adults;
  • providing college information in the language of the parent/guardian’s choice, if requested;
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