Every teacher is a language teacher – supporting EAL learners in the classroom
Since the nineteenth century Britain has been a multicultural country, greatly benefitting from diversity in its people, cultures and communities. Today, many British cities are what is described as superdiverse, where communities of people speaking many different languages and with different cultures and backgrounds live side by side. The DfE 2021 school census informed us that 21.2 % of all primary pupils were classed as those with English as an additional language, or EAL. This figure reflects the growing multilingual landscape in which trainee and beginning teachers will start their careers.
The term EAL is very broad and does not take into account that EAL learners are a heterogeneous group with a wide range of needs. Many EAL learners are third or fourth generation migrants who are part of well-established local communities and speak fluent English, others may be new arrivals to the UK with little or no understanding of the English language. The challenges and difficulties faced by this group of learners are complex and dependent on many factors, including their previous experiences of schooling, age when joining the UK education system and the linguistic structure of their first language. However, research published by The Bell Foundation (2018) found that proficiency in English is the single most important factor in pupil attainment and achievement. It is clear that it is a priority for teachers to work with and support pupils in the early stages of language proficiency so they access the curriculum and achieve their potential.
In primary schools, language permeates all learning that takes place. It is embedded in the concepts, contexts and big ideas across all subject areas. For new arrivals or those EAL learners with small amounts of English, they are learning the same content as other pupils whilst also trying to master listening, speaking, reading and writing in a language in which they are not proficient in. How can we best support these pupils to ensure that they are able to make progress and thrive in our diverse classrooms? Some general ideas are outlined below:
Creating an EAL learner profile - Good teachers know their pupils well and use this knowledge to inform planning and in-the-moment decision-making in the classroom. They know what motivates pupils and what strengths and challenges pupils face. Getting to know learners using EAL may mean gathering additional information about their lives and lived experiences. This may include information such as their home community or country of origin, their experience of arriving in the UK, cultural and religious traditions, formal and informal educational experiences, family circumstances, hobbies and interests.
Bespoke assessment of needs – It is vital that teachers have as clear a picture as possible about the specific abilities of EAL learners. The Bell Foundation have created a bespoke EAL Assessment Framework which allows for day to day formative and summative assessments to be made in speaking, listening, reading and writing. This will support teachers in their planning and facilitate adaptive teaching.
Keep instructions clear and simple – Avoiding excessively complex sentences, verbal signposting and limiting the use of confusing vocabulary can help those with limited English proficiency to understand tasks and instruction. It is also important to be aware that using idioms and colloquialisms can be problematic for those who are new to English.
Celebrate and make use of a child’s first language - Celebrate each child’s culture when you can and implement it into their everyday subjects. Not only will this encourage the EAL learner to be proud of their background, but also demonstrate respect and diversity to other pupils. Make use of dual language books and language ambassadors where possible.
Activate prior knowledge – Many pupils may have a secure understanding of specific topics and subjects but within their own first language. It may just be a case of providing the necessary vocabulary so they can show their understanding rather than re-learning strategies and skills.
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Weaving these strategies into your classroom practice along with other aspects of inclusive pedagogies will help to ensure that language is at the centre of every classroom interaction, and that supporting multilingualism is not just for EAL specialists; every teacher is a language teacher.
Many more useful ideas and detailed guidance can be found on the following websites:
https://www.staffordshireconnects.info/kb5/staffordshire/directory/advice.page?id=O9v5ARG4J0Y
Kerry Howle
Lead Mentor
References
DfE (2021) Schools, pupils and their characteristics Available at: https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2021
Hutchinson, J. (2018) Educational Outcomes of children with English as an Additional Language. Available at: https://www.bell-foundation.org.uk/app/uploads/2018/02/Educational-Outcomes-of-Children-with-EAL.pdf
The Bell Foundation (2019) EAL Assessment Framework for schools. Available at: https://www.bell-foundation.org.uk/resources/detail/assessment-framework-primary/