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Raising achievement of English as additional language pupils in schools:…

- - - - Therefore I need to consider how I teach children with EAL so that they can achieve fluency in the future so that they can achieve their full potential in their exams.
    - - empirical evidence shows that the performance level of EAL pupils increases as flunecy in English increases
      - Quote"Pupils in the early stages of fluency perform at low levels and EAL pupils not fluent in English achieve significantly below White British pupils who speak English only. The findings also confirm that the achievement of EAL pupils who were fully fluent in English far outstripped those of pupils for whom English was their only language." (p.428)**
- - - - interestingly these are the same strategies for early learners of EAL
  - - - teachers however need to be aware of differing needs of EAL children and their backgrounds
        
        government is wrong that the first language should only be used at home when research in England and internationally shows supporting EAL pupils in their first language helps their classroom learning (Arnot et al, 2014; Krashen, 1999; Michael et al, 2016)
    - - suggest that a child with a strong education in their first language will find English more comprehensible
- - - - headteachers set high expectations for the senior team and the whole staff
        
        relentless focus on improvement, particularly in the quality of teaching and learning, effectives use of data and higher achievement by students.
        
        headteachers were well supported by senior teams who were effective in guiding, monitoring and evaluating many aspects of the school's work
        
        staff were trusted and valued, expectations of all pupils' social and academic achievement were high and schools were deeply embedded into their community
        
        levels of expertise to support students learning EAL was outstanding
        
        staff were trained in specific techniques promoted by the Raising the Achievement of Bilingual learners in Primary Schools pilot programme, January 2004 eg. planned opportunities for speaking and listening, use of first language, talk partners, pre-teaching and application of these throughout the curriculum.
        
        schools had good self-evaluation in all areas
        
        pupils and parents views were sought regularly, were valued and used to inform changes
        
        high commitment to ensuring pupils with EAL were included in all activities and care and concern for all pupils was of high priority
        
        emphasis on collective responsibility throughout the school
        
        regular meetings took place to address issues raised about a specific pupil
        
        "Equality of opportunity is at the core of school life" (p434)
  - - - learning is contextualised through experiences and visuals and was closely linked to a thematic approach to learning
    - - also paid attention to 'how learning is presented? what does it look like?'
      - prior to a new topic, vocabulary was identified and explored, displayed, modelled and added to, so that children would hear and use the target vocabulary within different contexts across the curriculum.
      - learning sequences were exemplified through working walls which were used as tools for prompts during lessons.
    - - teachers were good role models for language development
    - - LA's stages of English
        
        recognise that EAL learners needs vary greatly from beginner to advanced learners.
        
        throughout the 1990s and 2000s four stages of English have been used to describe the different stages of English through which pupils commonly progress.
        
        stages are used as a diagnostic tool to analyse future teaching, track pupils progress and provide baseline information.
        
        pupils literacy and numeracy skills were also assessed in their first language to ensure that teaching was pitched at the appropriate cognitive level.
        
        assessments led to individual target setting and additional interventions including EAL talk sessions for small groups. one-to-one support booster sessions and mentoring of pupils with EAL by bilingual TAs, running alongside high quality EAL provision in the classroom.
    - - collaborative learning, focus on talk and vocabulary development through the curriculum, an experiential curriculum and promotion of first languages in the classroom as a tool for learning.
      - give opportunities to plan talk and drama in their home language but also to develop and rehearse their English in a non-threatening environment in which learners feel safe.
    - - pupils with the same language were encouraged to support each other
      - encouragement of talk partners in the first language, drama and talk for writing - where they can then develop and rehearse English before contributing to the class.
  - - - schools had designated EAL teachers, support staff, many of whom are bilingual support teaching and learning
        
        Quote "One school the bilingual teaching assistants were placed in the Early Years Foundation Stage and Year 1, to help pupils build their confidence, encourage them to develop their first language and support their English. Placing bilingual teaching assistants here also helped build sustainable partnerships with parents as bilingual teaching assistants were often able to communicate with parents and therefore engage them in their children's learning and the life of the school" (p. 437)**
    - - should be specific emphasis on the difference between EAL children and those with SEND
    - - they regularly oversee and observe class teachers with an EAL focus and discuss targets with teachers and TAs to improve future practice, and update EAL registers and oversee target setting for individual pupils.
  - - - individual teachers use data for informing teaching and learning and to inform their lesson planning; inform accurate targets for individual students; arrange grouping for teaching and learning so that they can set high expectations.
    - - EAL sheets usually also provide extra details including date of birth, place of birth, date of arrival in the UK, ethnic background, home language, stage of fluency in English, date of admission, attendance rate, eligibility for free school meals, SEN stage, mobility rates and years in school to track progress of group and individuals so that no student gets forgot.
        
        teachers use effective data usage to evaluate the quality of provision and identify targeted support for differentiated groups of students