English as an Additonal Language

Key Principles of Additional Language Acquisition

EAL pupils are entitled to the full National Curriculum programme of study and all their teachers have a responsibility for teaching English as well as other subject content. Access to learning requires attention to words and meanings embodied in each curriculum area. Meanings and understanding cannot be assumed, but must be made explicit. Language is central to our identity. Therefore, the home language of all pupils and staff should be recognised and valued. Pupils should be encouraged to maintain their home language.

Although many pupils acquire the ability to communicate on a daily basis in English quite quickly, the level of language needed for academic study is much deeper and more detailed, and can require continuing support.

Language develops best when used in purposeful contexts across the curriculum. The language demands of learning tasks need to be identified and included in planning. Teaching and support staff play a crucial role in modelling uses of language. Knowledge and skills developed in learning the first language aid the acquisition of additional languages. A clear distinction should be made between EAL and Special Educational Needs.

Assessment

All EAL pupils are assessed in line with the school's assessment procedures and individual pupil trackers (Bell Foundation) completed by class teachers termly. Progress in the acquisition of English is regularly assessed and monitored.

Consideration and sensitivity is given to the appropriateness of testing EAL pupils at the earlier stages of English acquisition.

Planning, Monitoring and Evaluation

Core EAL Skill Targets for EAL pupils are appropriate, challenging and reviewed on a termly basis.

Staff regularly observe, assess and record information about pupils’ developing use of language on the pupil's individual trackers (Bell Foundation).