Learning & Development EAL: Dual purpose

Assessing the language and communication development of children with English as an additional language (EAL) is often more challenging than practitioners might realise, particularly when part of the children's learning process is a 'silent period'. To help practitioners with the process, and to plan children's 'next steps' in learning English, Oxfordshire and Bristol local authorities launched a training project for staff in some of their schools, children's centres and pre-schools.

First, practitioners were trained how to make a focused language observation of one of their key EAL learners using a specially designed observation sheet. Included within the sheet was a summary of the stages that children move through when they are learning English as an additional language. These stages were adapted from 'Stages of English Learning' by Hilary Hester (from Patterns of Learning, CLPE 1990).

Stages 1 to 3 include the non-verbal period: beginning to understand and respond to routines and familiar situations, and beginning to speak one or two words and use whole learnt phrases (while also using their home language). By Stage 4, a child is growing in confidence in conveying meaning in English, is able to use fouror five-word sentences and some accurate grammar.

LESSONS LEARNT

From the focused observations, it became apparent that practitioners had previously tended to conclude that children's use of English was at a higher level than was the case. This was in part due to staff eagerness to give a positive 'can-do' picture of the child, and as a result, during assessments, they had tended to fill in the gaps in children's sentences and interpret their non-verbal gestures and expressions.

One practitioner admitted, 'Often we presumed children were using a certain level of English. By listening carefully we could establish their level exactly.'

The observations also showed that some children who were at Stage 3 and moving into Stage 4 with their language development had not moved out of Stage 1 with their personal, social and emotional development. So Stage 1 statements such as 'makes contact with another child in the class' or 'joins in with other children but may not speak' weren't in evidence.

CASE STUDY

Three-year-old Haider attended a children's centre from breakfast through to after-school club. Despite the long day, staff described him as 'doing well'. His focused observation, however, told another story. Here is an edited extract:

10.55: Haider comes in from the garden, smiles at Claudia (a child in his group) and sits at table next to her ready for a snack.

11.05: He sits with his milk. There is no communication or eye contact with the other children. Claudia taps his arm, he moves it away and she taps it again. He smiles at her but moves it away.

11.12: The adult talks to the children sitting at the table. Haider doesn't look up or respond. The adult offers him some fruit. He takes some. The adult asks: 'Is it nice?' He gives a small nod.

11.20: He sits at the table and looks up, shakes his head backwards and forwards and rolls his eyes. The children are told to go and sit on the carpet. Haider follows the last child and kneels on the carpet. He watches an adult tell a story with actions. He sits still, and doesn't appear to be listening to conversation - there is no change of expression.

11.30: Some parents arrive to collect their children. He watches the door, with no change of expression.

Clearly, Haider was withdrawn and struggling to cope with different groups of people throughout the day.

In response

To address Haider's emotional needs, his key person:

• began to build a stronger relationship with him and his family

• provided the link between the breakfast club, lunchtime and after-school club staff

• worked with his parents to bring familiar home experiences into the children's centre - through key words in his home language, favourite toys and photographs

• helped Haider's parents to feel more secure about leaving him at the centre by ensuring they received information about routine events and outings.

To help develop his language and communication skills, she:

• modelled specific vocabulary while he was playing

• used descriptive commentary while playing alongside him

• modelled key phrases during routines, such as hand washing, and encouraged him to echo the phrases

• used signing to support his understanding

• introduced a visual timetable to help him to know what was going to happen next

• used photo prompts such as pictures of a coat, drink, toilet or a piece of fruit on a small key ring which she clipped on to his clothes

• introduced songs for routines using familiar tunes such as, 'Wash your hands and dry your hands' (to the tune of 'Twinkle, twinkle, little star')

• responded to his non-verbal efforts at communication

• gave him limited choices, for example, 'Do you want to play with the cars or the train set?'

• used a pictorial 'choice board' to help him to choose activities independently

• encouraged him to ask for help, verbally or non-verbally, for example, when he wanted to put on his coat

• gave him simple jobs that encouraged him to interact either non-verbally or using simple learned phrases, such as asking: 'Do you want an apple or banana?' while offering a plate of fruit to other children

• gave him time to talk, in a group and one to one, and helped him if he struggled to express himself

• sat him at the front during a group session and actively included him with eye contact, smiles and encouragement to respond

• read stories to him individually or in a small group before he heard the story in a large group

• sent home favourite stories so that his parents could share the story with him in their first language, and talk about the pictures

• supported stories with actions, story props and other visual materials as often as possible and created resources to help him to practise telling a story (first in his head, then perhaps out loud). For example, when she told the story of the Billy Goats Gruff, she made storyboards, small world resources, and put role play resources, such as a plank for a bridge and masks, outside.

Observations made a few months later showed that Haider was 'doing well'. He had started to play with other children, he responded to adults when they spoke to him, and his non-verbal body language had become less disturbing. His language skills were also more advanced.

Haider ran inside singing, 'Tidy up time. It's tidy up time, it's tidy up time, ee-i-ee-i-o, ee-i-ee-i-o.'

CASE STUDY

The following observation of Amber shows how a skilled practitioner can a child to communicate both verbally and non-verbally:

Amber has two Compare Bears: ‘They holding hands.’

Adult nods, affirming Amber’s words: ‘They are holding hands.’

Amber: ‘Big teddy, little teddy.’

Adult echoes: ‘Big teddy, little teddy.’

Amber takes all the Compare Bears.

Adult to Amber: ‘You’ve got all the bears, you’ve got all the bears. Can you give one to Safia?’

She models giving a bear to Safia. Amber gives a bear to Safia.

Adult: ‘Good girl, good girl.’

She signs as she speaks. Amber puts a soft toy on the table: ‘He’s tired.’ 

Adult: ‘He’s tired, Amber, he’s tired.’

She rests her head on her hands, as if going to sleep. Amber lies the Compare Bears down, then pulls the adult’s face towards her and points.

Adult: ‘They’re tired. They’re sleeping, sleeping. It’s bed time.’

Adult: ‘I’m going to read a story. I’m going to read a story.’

Amber follows the adult to the book corner, and sits facing her, leaning on her knee.  Amber points at a picture of an elephant on the bookcase, and speaks in Arabic. 

Adult: ‘Elephant.’

Amber points at lion on bookcase and says: ‘Li…on.’

Adult: ‘It’s a lion, yes, a lion! Good girl, good girl!’ She signs. 

Amber looks at pictures and points. The adult names each thing as Amber touches them.

Amber: ‘Eyes, eyes, eyes.’ She points at the crocodile's eyes and her own. Amber points at the adult’s nose and says ‘Nose.’ 

Adult: ‘Nose, good girl!’ Amber points at some grass in book.

Adult: ‘ Grass, grass, long wavy grass, long wavy grass.’ She makes the actions as in We’re Going on a Bear Hunt.

Highlighted on Amber’s observation form

Stage 2
•    Echoes words and phrases of other children and adults, particularly used in social interaction
•    Able to express self in English, using one or more common words
Stage 3
•    Understands more words than can express
•    Copies talk that has been modeled and begins to use short phrases
•    Spoken language shows English word order
•    Pronunciation can generally be understood
•    Can name a range of common objects in the home/school environment.

Next steps

Stage 3
•    Understands simple conversational English
Stage 4
•    Can speak about matters of immediate interest in familiar settings, using 4-5 word sentences
•    Can extend what they say with support

Strategies to actively support Amber’s language and communication skills

•    Observe Amber’s interests and model the key vocabulary in these areas
•    Respond to single word / short phrases by modelling an extended phrase
•    Encourage Amber to copy (echo) key phrases

STRATEGIES FOR SUPPORTING EAL LEARNERS

A Unique Child

• Provide images, resources and activities that help parents to feel reassured that their child's home experiences will be acknowledged and valued in the setting

• Make photo displays and create books such as a Hello/Goodbye in the children's home languages; Cleo can put her coat on by herself; or Sanjay's day

• Have a visual timetable and use cues consistently for transition times such as snack time, to help children to learn routines.

Positive Relationships

• The ubiquitous 'welcome poster' in different languages is only useful if there is a genuine welcome from staff and other families

• A simple display with a map of the world or a globe can help families explain where they come from even if they have no words of English. Have photos of the children with labels saying where they were born and the languages that they speak

• Have an accessible list of key words and phrases in different languages

• Children who find it hard to play or settle to an activity during the free-flow part of the session can be helped by being allocated a more confident 'buddy'

• Photos from home can be used in the setting to make books, displays and encourage conversation

• Give parents information verbally and in writing to help them to understand the importance of keeping the child's first language active

• Ask parents to translate labels, signs and simple stories.

Enabling Environments

• Reduce background noise to help EAL learners to hear and identify key words in conversation

• Create resources such as storyboards, to enable children to practise telling a story (silently, in their first language and then in English)

• Make laminated story and rhymes sheets, which children can choose independently or with an adult, and take home. Encourage non-verbal responses, first joining in with repeated words, then with the whole rhyme

• Include children in small group activities which encourage interaction with other children

• In large group activities, give EAL learners time to hear English-speaking children's responses before they are asked to respond

• Provide opportunities for children to join in choral responses, using repeated patterns of language, to develop an understanding of rhythm and patterns of English language

• When children are starting to use English, practitioners can help by naming familiar objects, using 'here and now' language and consistent phrases, and echoing and expanding children's words

• As children become more confident communicators, practitioners should model extended phrases and give children time to express their feelings and thoughts.

Thanks to Gabriela Ramirez for sharing her experiences with practitioners, to Bristol and Oxfordshire practitioners taking part in the project, and to Headington Quarry Foundation Stage School for the photographs.

For more information about the EAL observation sheet and supporting strategies, see www.juliecigman.co.uk or email jcigman@gmail.com