Professional Documents
Culture Documents
• This stage may last up to six months and children will develop a receptive and active vocabulary
of about 1000 words.
• During this stage, children can usually speak in one- or two-word phrases.
• They can use short language chunks that have been memorized although these chunks may not
always be used correctly.
• Children have developed a vocabulary of about 3,000 words and can communicate with simple
phrases and sentences.
• They will ask simple questions, that may or may not be grammatically correct, such as “ May I
go to bathroom? “
• English language learners at the intermediate fluency stage have a vocabulary of 6000 active
words.
• They are beginning to use more complex sentences when speaking and writing and are willing to
express opinions and share their thoughts.
• They will ask questions to clarify what they are learning in class.
• It takes children from 4-10 years to achieve cognitive academic language proficiency in a
second language.
• Children at this stage will be near-native in their ability to perform in content area learning.
• They will need continued support from classroom teachers especially in content areas such as
writing.
K9 How to use praise and constructive feedback to promote pupils’ learning and language
development
• Verbal praise “What a lovely sentence”
• Positive body language eg smile
• Marking their work in a positive way
• Giving EAL children language targets and feedback when they have achieved them.
• Displaying their work lets the children know it is valued.
• Giving children stickers for trying hard.
• High fives, round of applause, pat on the back gestures.
K12 The curriculum plans and learning programmes developed by the teachers with whom you
work when supporting bilingual/multilingual pupils
• Specific EAL support (from EAL teaching assistant) included in the short term plans
• English Language group to support “high priority” EAL learners throughout the school.
These are taken out in year groups to take part in specially planned activites throughout
the day, every Wednesday.
• The Sounds~Write phonics programme is used throughout the school, but it is very useful
when trying to teach basic letter sounds and CVC words to any age EAL child.
• The use of ICT to consolidate learning.
K13 How to provide appropriate support for bilingual/multilingual pupils according to their
age, emotional needs, abilities and learning needs
• Develop positive relationships with the children.
• Get to know the children so that you are aware of the level of support they need and what
areas they need support in.
• Model good English language when speaking.
• Use visuals, pictures and actions when explaining new vocabulary to EAL learners.
• Use simple, clear English when speaking to new or younger EAL children.
• Give the EAL child enough time to respond to a question as it takes them longer to formulate
an answer.
• Use postive praise to show that you value their efforts.
K14 How to identify and develop culturally and linguistically appropriate teaching and
learning materials
• Bilingual story books
• Books and stories that show different cultures in a positive light
• Value the EAL child's first language – have important words on display throughout the
school.
• Develop displays to increase cultural and linguistic awareness.
• Display multicultural posters.
• Learn about different religious practices and special occasions
• Listen to music, stories and poems from different cultures.
K16 How to monitor, assess and feed back information on pupils’ participation and progress
across the curriculum to pupils and relevant people within the school
• Detailed feedback produced after every supported session which is shared with the
teachers involved.
• Regular liaisons with Line Manager about individual EAL language targets and whether or
not they have been achieved, then giving the relevant children new language targets.
Information shared with teachers.
• All children are given numeracy and literacy targets and their work can be monitored to
see if they have achieved them.
• Using detailed observation to produce feedback on how much progress an individual is
making.
• Using assessments to monitor progress.
• Some EAL children are also being assessed as part of APP and this assessment is ongoing
throughout the school year in a written format.