English as an additional Language Policy
Introduction
1.1 This policy is concerned with *bilingual learners (hereafter referred to as bilingual EAL learners) in our schools who has a home language other than English and who are in the process of learning to use English as an additional language for educational purposes.
Context
2.1 Bilingual EAL learners in our school could come from a range of ethnic backgrounds. There are very few in school at the current time.
2.2 Bilingual EAL learners in school can come from a variety of language and literacy backgrounds. Some may arrive at school having had a certain amount of exposure to the English language and the local culture; others can be newcomers to both. Some have developed literacy skills in their home language; others are pre-literate. Some have comparable schooling to their age equivalent peers; others may have experiences interrupted or no previous education.
Statement of Intent
3.1 Kirk Sandall Infant School is committed to carrying out their responsibility to bilingual learners in their entitlement to equal access to the National Curriculum and the achievement of their academic potential.
4. Statutory Framework
4.1 1994 Act
4.2 1988 Education Reform Act
4.3 1976 Race Relations Act
4.3.1 The 1976 Act does not explicitly recognise the unequal status of different ethnic groups in society. It does, however, make provision for positive action by which it is not unlawful to provide persons of a particular ethnic group with special access to facilities or services to meet welfare or any ancillary benefits provided they have a particular need which is met by such provisions.
Underlying Principles
5.1 All bilingual EAL learners are entitled to the full range of pre-school and statutory educational services.
5.2 All bilingual EAL learners are entitled to equal opportunities of educational success.
5.3 Bilingualism / multilingualism is an achievement which is educationally enriching.
5.4 Having a home language other than English is not a learning difficulty. Special Educational Needs and the needs of bilingual EAL learners are not identical neither are they mutually exclusive.
Objectives
6.1 Kirk Sandall Infant School aims to achieve the following objectives:-
6.1.1 To ensure that all bilingual EAL learners participate in and gain access t mainstream EYFS and National Curriculum provision.
6.1.2 To support bilingual EAL learners in their acquisition of English language skills across the curriculum.
6.1.3 To ensure that bilingual EAL learners attain National Curriculum levels appropriate to their intellectual ability.
6.1.4 To access and monitor progress in the acquisition of English as an additional language for all bilingual EAL learners at both primary and secondary levels.
6.1.5 To promote partnership teaching and other appropriate methods of supporting bilingual EAL learners.
6.1.6 To provide training for subject/class teachers in strategies that will address the needs of bilingual EAL learners.
6.1.7 To support bilingual EAL learners through the home language(s) and offer support interpreting/translating services to schools and parents of bilingual EAL learners through EMTAS.
6.1.8 To develop resources, including home language materials that will enhance the linguistics skills and conceptual understanding of bilingual EAL learners.
6.1.9 To develop home/school/community links.
Governors Responsibilities
7.1 Governors have an obligation to take positive action to ‘provide persons of a particular ethnic group with special access to facilities or service to meet the particular needs of that group’ (1976 Race Relations Act).
7.2 Governors have a responsibility to meet the requirements of the 1944, 1981, and 1988 Education Acts. (See Statutory Framework section 4)
Headteachers Responsibilities
8.1 The Headteacher will ensure that the needs of bilingual EAL learners are identified and provided for.
8.2 The Headteacher will refer pupils deemed to be in need of support to the English as an additional language service via the EMTAS Referral process.
8.3 The Headteacher will ensure that bilingual EAL learners are integrated into mainstream school.
Assessment
9.1 It should be recognised that bilingual EAL learners can make rapid progress in acquiring English but also to be fully competent in the use of academic language for learning can take up to 10 years. (see collier ’97). The level of competency (particularly of literacy) in the home language(S) directly affects the time taken to acquire English as an additional language.
9.2 Careful assessment should be undertaken by EAL Teaching / Support Staff to ensure that the learning needs of all bilingual EAL learners are met.
9.3 Assessment in home language will be carried out by a Bilingual Support Worker, where deemed appropriate.
9.4 Other assessments should comply with procedures used for all other pupils in the school concerned eg. SATs
9.5 Care will be taken to ensure that assessment is not culturally biased against pupils from particular ethic groups or influenced by unconscious assumptions about relative abilities and characteristics of different ethnic groups.
9.6 Care will be taken when assessing bilingual EAL learners who might also have Special Educational Needs (SEN). The number of these pupils should be in the same proportion as found in the monolingual population.
Curriculum Planning
10.1 All pupils have curriculum learning needs, bilingual EAL learners also have language learning needs.
10.2 Language is best learned in a meaningful context – the mainstream classroom.
10.3 Bilingual EAL learners should be encouraged to use their home language in the environment.
10.4 The richness of linguistic diversity should be celebrated through the curriculum.
10.5 Knowledge and understanding of other cultures can be enhanced for indigenous pupils by drawing on the experiences of bilingual EAL learners and integrating it into the curriculum.
Teaching Process
11.1 Specialist EAL teacher’s access through EMTAS can support bilingual EAL learners in their learning of English across the curriculum in partnership with subject / class teachers.
11.2 Whenever appropriate / possible support is provided through a pupils home language by bilingual support workers.
11.3 In addition to the support provided by the EMTAS service every class teacher has responsibility for the language development of bilingual EAL.
Conclusion
12.1 The best progress in language learning is made when class teachers, EAL support teachers and bilingual support workers work closely together and with the co-operation of the pupils themselves and their parents. Support will be accessed in response to need.
12.2 It is evident that the progress of bilingual EAL learners is significantly influenced by school and community ethos and by teacher attitude and expectation. It is therefore important that school values and celebrates cultural and linguistic diversity.
