Recently arrived learners of EAL In focus Literacy

Recently arrived learners of EAL • In focus: • Literacy in primary and secondary settings • Concepts, issues, ways forward

Angelika Baxter Ethnic Minority Achievement Adviser (cross phase primary/secondary) angelika 88@talk. net

Learners of EAL Concepts of literacy (widest sense) School starting age? age appropriate literacy skills? Cultures traditionally rooted in oracy role of literacy in daily life Faith focused models of literacy perspectives on comprehension skills

Literacy Skills are needed, but … ‘Literacy is more than the sum of its skills’.

Learners of EAL Previous education in UK all records transferred between schools? EAL development monitored, docs transferred? Previous education outside UK range of subjects? teaching styles? school reports? concepts acquired in language(s) other than English?

Learners of EAL UK school routines e. g. assemblies school food Lining up/ queuing

Learners of EAL Gaps in formal education e. g. fleeing war zone/young asylum seekers e. g. long delay in being assigned a local UK school Younger children poss. Impact on concepts including literacy in first language … but not necessarily … learning outside formal school settings Older children often ‘pre-gap’ fluent readers/writers range of academic concepts learning outside of school

Recent arrivals learning EAL Visible: emerging EAL skills (BICS) Less visible: need for further scaffolding around CALPS Conceptual development often ahead of EAL development

Recent arrivals learning EAL Visible: early stage EAL learner non-verbal phase Some talents Less visible: MORE talents Proficiency in at least one language academic concepts strengths, skills, abilities potential contributions in school employability

Recent arrivals learning EAL non-verbal phase Also less visible, e. g. Separation issues Helplessness, anger, fear Trauma Post traumatic stress normal person, abnormal situation) Issues around trust Parents’ ‘opportunity’ may be child’s ‘displacement’

Supporting EAL acquisition Unlocking potential Academic Artistic Sharing maturity Expressing stress factors

Grouping by ability holistic view. maths, self discipline, areas of interest High expectations Articulate models of English usage in class

Beware standardised testing Conceptual development ahead of English language proficiency Conceptual development can’t be captured in e. g. ‘reading age’ assessments Cultural bias All standard tests, verbal or pictorial

Timeframes Acquisition of full bilingualism with English Average 7 – 10 years (individual learning curves may vary)

EAL inclusive practice Aims: Facilitating pupils’ affinity with the medium of English Supporting comprehension Scaffolding expression, in English, of complex content

Emphasis on … Contextualised learning conceptual development text/task subject/unit specific Primary practitioners Phonics warning …

Enabling literacy skills transfer A pupil rounded in his/her home language will be able to transfer linguistic skills/concepts to English over time. Parents/carers should support the maintenance/development of age appropriate proficiency in the home language. e. g. Saturday schools/similar Sensitivities around young asylum seekers

Practical ideas could include … Emphasis on EAL pupils’ strengths innovative teacher approaches to e. g. RE, PE, Music, Visual Art, Geography … pre-teaching/early pupil exposure to class text across subject areas Teacher awareness cognitive importance of e. g. planned, structured peer talk

Literacy Skills are needed, but … ‘Literacy is more than the sum of its skills’.

Helpful websites • www. naldic. org. uk/eal-initial-teacher-education/resources/ealliteracy • www. littlelearner. eu – for speakers of Polish, Romanian, Lithuanian only

EAL learners and literacy • Thanks for listening • Questions • Reflections