Resources for Teachers

This page provides links to websites for teachers of children with English as an additional language.

Topcs on this page include:

EAL in the Early Years Foundation Stage

‘This advice and guidance booklet is drawn from existing good practice developed by practitioners working with babies, young children and their families. This guidance is set within the themes, principles and commitments of the EYFS’

http://www.foundationyears.org.uk/2011/10/supporting-children-learning-english-as-an-additional-language/

‘The following materials will support Early Years Providers in meeting the needs of children and their families’

https://www.lincolnshire.gov.uk/eycc/supporting-inclusion/english-as-an-additional-language-(eal)/130096.article

Improving support for children with English as an additional language

‘The new research highlights the benefits which such children receive from growing up in mixed-language social groups, and gives an impression of the pace at which they start to feel a sense of belonging as well as academic achievement’

https://www.cam.ac.uk/news/improving-support-for-pupils-with-english-as-an-additional-language

Ethnic Minority and Gypsy, Roma and Traveller Achievement Service 

‘The EMGRT Achievement Service provides advice, training and tutor support for schools who wish to ensure that they are providing the high quality support necessary to ensure that new arrivals and other EAL learners achieve their full potential’

http://www.lancsngfl.ac.uk/projects/ema/index.php?category_id=55

Assessments for bilingual children

‘This website includes a wide range of resources for Speech and Language Therapists Working with Children & Families from Diverse Communities. It provides detailed resources from bilingual theories, culture, to language development, assessment, intervention’

http://www.londonsigbilingualism.co.uk/assesment.html

The DAPPLE (Dynamic Assessment of Preschoolers’ Proficiency in Learning English) was developed in response to a clinical need to obtain information about bilingual children’s English language learning ability, particularly in the absence of detailed information regarding their proficiency in their other languages’

http://openaccess.city.ac.uk/4224/

‘These pages contain advice, activities and general resources to help with the development of children and young people’s speech, language and communication skills’

https://www.leedscommunityhealthcare.nhs.uk/our-services-a-z/childrens-speech-and-language-therapy-service/cslt-toolkit/

‘Effective identification of language impairment among ESL children requires comparing an ESL child’s test scores to those of other ESL children. The information in this section was obtained by analyzing test scores from ESL children with and without language impairment. This section describes how to use the Language Development Calculator sheet to estimate the probability that a child has language impairment, based on scores from different combinations of tests’

https://www.ualberta.ca/linguistics/cheslcentre/identifying-language-impairment-in-esl

This paper highlights the challenges of assessing bilingual children and reviews available speech and language assessment procedures and approaches for use with this client group. It evaluates different approaches for assessing bilingual children to identify approaches that may be more appropriate for carrying out assessments effectively’

https://www.ncbi.nlm.nih.gov/pubmed/22026564

‘In this review we discuss data on language acquisition from several sources including cross-linguistic studies of typical first language acquisition and LI in monolingual and bilingual children. Based on this literature we discuss problems with current assessment approaches. We then propose a decision-making framework for identification of bilingual children who are at risk for LI’

http://www.tandfonline.com/doi/pdf/10.2167/beb392.0

‘[this] post is divided into 4 sections:

1) What do we know about bilingualism

2) Why is research with this population so complex

3) Assessment Issues

4) Intervention Issues’

http://heatherspeechtherapy.com/2012/12/bilingualism-speech-language-assessment-and-intervention/

 

QCA step descriptors

‘The NASSEA EAL Assessment system has been developed to support teachers in recording the progress children learning EAL make towards full social and academic fluency, in both oracy and literacy. The process runs alongside their progression through the National Curriculum for English levels, but affects the rate of that progression. We strongly believe that it is only when EAL pupils are assessed as fully fluent and independent users of the English language for academic purposes, that they can be assessed fairly using National Curriculum English level descriptors alone’

https://www.wigan.gov.uk/Docs/PDF/Council/Schools-Portal/n/nassea20booklet.pdf