College - English as an Additional Language (EAL) teaching and learning policy

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1 College - English as an Additional Language (EAL) teaching and learning policy This policy outlines school s aims and strategies to support EAL pupils and allow them to fulfil their full potential. Aims: The school is committed to providing appropriate teaching and learning resources for EAL pupils and to striving to ensure that each pupil achieves their potential. The school aims to: Ensure that EAL pupils are able to become confident and fluent in reading, writing, listening and speaking in English in order to fulfil their full potential Recommend and encourage whole-school teaching and learning strategies to ensure that EAL students are able to access the curriculum Recognise, welcome and value the cultural, linguistic and educational experiences that EAL pupils bring to the College Provide appropriate resources for the breadth of abilities amongst EAL pupils at the College Ensure that EAL pupils have the opportunity to overcome any barriers to learning and assessment through appropriate differentiation and support Objectives: To effectively assess the skills and needs of EAL pupils and provide appropriate provision throughout the school To ensure that teachers have the knowledge, skills and resources to be able to support and adapt materials for students with EAL To monitor the progress of EAL pupils and use the data to make decisions about classroom management and curriculum planning Stonyhurst Context: The EAL pupils at Stonyhurst come from a variety of cultural and linguistic backgrounds and are at various stages in their English language development. All of the EAL pupils have previously attended school in the UK or home country and are therefore literate in their home language. The number of pupils who attend EAL classes can be found in the EAL Handbook along with details of the provision made for them. The pupils range from beginners to those who are in the more advanced stages of language acquisition, and their reasons for studying at the College are varied. In addition, whilst many of the EAL pupils may appear fluent in conversational language, they still need support and guidance when dealing with the academic language required in the curriculum. A yearly EAL register is produced for staff which highlights the pupils strengths and areas in which they may need extra support, whilst also providing some advice for teaching staff on strategies to

2 support individual EAL pupils in the mainstream classroom. New pupils: When EAL pupils start at the College, they are assessed within the EAL Department and information is collated with regards to their: Linguistic background and competence in other language(s) Previous educational experience Current performance in reading, writing, listening and speaking in English The level of support for EAL pupils is determined on individual need and pupils are included in the majority of mainstream lessons from the outset (further details of provision can be found in the Department s Handbook), pupils are set according to their cognitive rather than their language ability. Key Principles of additional language acquisition: EAL pupils are entitled to the full National Curriculum programme of study, and all 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 as individuals, and pupils should be encouraged to maintain their home language and use it in the school environment where appropriate. Although most pupils are able to quickly acquire the ability to communicate on a day to day basis in English, the level of language needed for academic study is much more complex and therefore requires continuing support throughout their studies. Language develops best when used in meaningful contexts across the curriculum (i.e. within the mainstream classroom). The language demands of learning tasks need to be identified and included in the teachers planning for teaching and learning. Teaching staff play an important role in the modelling of language by providing oral and written examples of academic English within their subject area. 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 entitled to assessments as required, and progress in the acquisition of English is regularly assessed and monitored by the EAL Department. Consideration and sensitivity is given to the appropriateness of testing EAL students at the earlier stages of English acquisition. Teaching Strategies: Classroom activities have clear learning objectives and use appropriate materials and support to enable pupils to participate in lessons.

3 Key language features of each curriculum area, e.g. key vocabulary, uses of language, forms of text, are identified. Enhanced opportunities are provided for speaking and listening, including both process and presentational talk, and use made of drama techniques and role play. Students have access to effective staff and peer models of spoken language. Additional visual support is provided, e.g. posters, pictures, photographs, objects, demonstration, use of gesture. Additional verbal support is provided, e.g. repetition, modelling, peer support. Use is made of collaborative activities that involve meaningful talk and encourage and support active participation. Where possible, learning progression moves from the concrete to the abstract. Discussion is provided before, during and after reading and writing activities. Scaffolding is provided for language and learning, e.g. talk frames, writing frames, graphic organisers. Resources and training: The College s EAL Department provides appropriate and varied resources for language acquisition at all levels of development. Details of individual EAL pupils and advice for supporting them in the mainstream classroom can be found in the EAL register and within additional informative documents which are located in the EAL folder under Staff Resources. Each Department is responsible for developing suitable resources for EAL learners which are relevant to their curriculum area, and staff are encouraged to share good practice and ideas to promote the progress of EAL pupils within their subject. Whole staff training to promote the effective teaching and learning of EAL pupils was carried out in 2004/5, 2006/7, 2009/10 and 2015/16 Please see the EAL Co-ordinator for any additional resources or advice required for individual subject areas and pupils. Special Educational Needs and Gifted and Talented Students: Most EAL pupils needing additional support do not have SEN. If SEN is identified, EAL pupils have equal access to College s SEN provision. If EAL students are identified as Gifted and Talented, they also have equal access to the College s provision in this area. This policy is to be reviewed annually by the EAL Co-ordinator in liaison with the Director of Studies. POLICY REVIEWED: SUMMER 2015 NEXT REVIEW DATE: SUMMER 2016

4 SMH - English as an Additional Language (EAL) Policy Stonyhurst is blessed with pupils of many different nationalities. We have pupils from a number of countries, including Spain, Mexico, Hong Kong, Korea, France, Germany and the Ukraine. This policy is a statement of the aims and strategies in place to ensure that EAL pupils at Stonyhurst St. Mary s Hall fulfill their potential. The EAL Department aims to develop: The pupil s ability to communicate effectively in English in different situations. The pupil s understanding of the spoken and written language. Linguistic ability. Insights into Britain and its culture. An understanding that the multilingualism of our EAL pupils enriches out school and our community. The EAL Department has the following objectives: To encourage each pupil to excel and to achieve his or her full potential in all areas of their lives at St. Mary s Hall (SMH) To assess the needs of each individual pupil and provide support to reflect their strengths and weaknesses in order to grow in line with the Jesuit tradition. To assess on arrival all pupils for whom English is not their first language and determine their standard so that strengths and weaknesses can be found. Differentiation: to provide EAL pupils with support in other academic subjects, at a level and in a way they can understand so that they can access the curriculum as soon and as effectively as possible, in parallel with gaining language skills useful in both social and academic life. To monitor their progress and record it. This information is located in Staff Resources. To prepare and enter EAL pupils for the Cambridge ESOL examinations which are widely recognised for work and study purposes. This is useful preparation for higher level exams these pupils may want to take after leaving SMH. Inclusion: to ensure that EAL pupils settle well into the SMH academic system by liaising with all the other departments at school. To create an atmosphere suitable for pupils to share not only good things with members of staff, but to feel able to ask for advice and support should the occasion arise. Teaching Strategies: Classroom activities have clear learning objectives and use appropriate materials and support to enable pupils to participate in lessons. Key language features of each curriculum area, e.g. key vocabulary, uses of language, forms of text, are identified. Enhanced opportunities are provided for speaking and listening and use of role play. Pupils have access to models of spoken language from staff and peers which help them to learn well. Additional visual support is provided, e.g. posters, pictures, photographs, objects, demonstration, and use of gesture. Additional verbal support is provided, e.g. repetition, modeling, and peer

5 support. Use is made of collaborative activities that involve purposeful talk and encourage and support active participation. Explanation is provided before, during and after reading and writing activities. Scaffolding is provided for language and learning, e.g. talk frames, writing frames, pictures. Provision of appropriate materials in all subjects such as simplified notes and worksheets, dictionaries and keyword lists. Videos, maps, I.C.T. also give crucial support. Special Educational Needs and Gifted and Talented Pupils: If a pupil learning EAL is discovered to have SEN through assessment of their learning achievements, the EAL teacher will liaise with the SEN coordinator to enable the pupil to reach their full language potential. EAL needs do not prevent gifted and talented pupils at SMH from being recognised as such. The EAL teacher and the Gifted and Talented Coordinator will liaise to identify and provide for these pupils. Detailed information on EAL provision is explained in the Department s Handbook. This policy is reviewed at the end of every school year POLICY REVIEWED: SUMMER 2015 NEXT REVIEW DATE: SUMMER 2016