English as an Additional Language

Aims

• To welcome and value the cultural, linguistic and education experiences that pupils with EAL bring to the STM community
• To implement school-wide strategies to ensure that EAL pupils are supported in accessing the curriculum
• To help EAL pupils to become confident and to acquire the English language skills they need to be able to fulfil their academic potential 

Getting to Know Pupils' Needs

Pupils with English as an additional language (EAL) will have a wide variety of needs, and will have strength and weaknesses in different skills.  At STM we have an initial meeting with the parents of a pupil with EAL, using an interpreter if necessary as this is important to understand the pupil's starting point and context, and to get to know them as an individual.

At St Thomas More we try to find out about the pupil's:

• Personality, for example whether they are normally shy or outspoken
• Proficiency in their native language, and whether they have any issues with articulation or fluency
• Educational background, including whether they have attended school before and whether they may have an existing special educational need (SEN)
• Experience of language at home, including how proficient the pupil's parents are in English 

Organising the classroom

At St Thomas More we seat new learners who have EAL with the most fluent English speakers in the class.  Where possible we also offer support from another EAL learner with the same first language who can be useful to a new pupils with little or no English, particularly where the other pupil has a much higher fluency in English.

Out Learning Support Assistants (LSAs) and support staff also work with pupils who have very low levels of English.  The Emmaus room is open to all EAL pupils at break and lunchtime for extra support. 

Differentiating Activities

Class teachers must ensure that they are maintaining a high level of cognitive challenge while allowing pupils to access the same content as the rest of the class.

They could allow pupils to express their learning in a different way, for example by using:

• Visual cues
• Gap-filled exercises
• Sentence frames
• Word cards

Many of the techniques aimed at teaching EAL learners can also be beneficial to pupils who do not have EAL.  Also allowing pupils to express some ideas in their first language can help motivate pupils and move learning forwards. 

Using Targeted Interventions

EAL learners should be integrated into whole-class teaching sessions as much as possible.

However, there will be times when pupils will benefit from a more focused language intervention away from the rest of the class.  For example, a small group session might prepare vocabulary and context that is needed for the main lesson.

At St Thomas More we plan interventions carefully so that pupils are not missing out on other learning experiences.  Music, Art and PE for example, are good social and language-learning opportunities and should not be missed.

Periods for extended silent reading or writing activities, however, may be a good chance to work on EAL pupils' language targets away from the rest of the class.

Phonics and Reading Lessons:  While other pupils have literacy lessons, the pupils with EAL could be places in phonics/reading lessons to teach them how to decode words and understand books suitable for their reading level.  These lessons should instruct pupils about:

• Word comprehension
• Basic sentence construction
• Inferential comprehension

Pupils could then access the literacy curriculum once they are able to read using a simple phonic code. 

Developing Staff Knowledge

St Thomas More is a family of over 25 different nationalities and we offer continuing professional development and formation (CPDF) for staff.

It is made up of three sessions:

• Understanding the complexity of identifying and providing for pupils with EAL
• Supporting new arrivals
• Maximising progress

EAL Nexus is an area of the British Council which has guidance on how to support and teach learners with EAL.  It suggests some key features of EAL pedagogy, including:

• Making the verbal curriculum more visual
• Developing interactive and collaborative teaching and learning styles
• Using drama and role play
• Providing opportunities to talk before writing

The National Association for Language Development in the Curriculum (NALDIC)

The NALDIC has developed guidance for working with EAL learners.  It includes some subject-specific resources to teach pupils with EAL and help them access the curriculum.

NALDIC Teaching & Learning

MESH Guide

EAL specialists have developed an evidence-based Mapping Educational Specialist know-How (MESH) Guide to EAL.  It aims to support teachers working with EAL learners, as well as senior leaders.

It has guidance on aspects of EAL including:

• Grouping learners
• Using first language to support pupils' learning
• Personalising provision and increasing independence

There are also sections on speaking, reading and writing English at new, beginner and advances levels

EAL MESH Guides

STM EAL Performance