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Early Childhood Education in English for Speakers of Other Languages (Murphy and Evangelou, 2016)

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Early Childhood Education in English for Speakers of Other Languages (Murphy and Evangelou, 2016)

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Free download [PDF]

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Increasingly around the world children are engaging in Early Childhood Education and Care (aged 0-7) before entering primary school. At the same time, there is an increase in the extent to which non English-speaking children are taught English through educational provision. This volume brings these two issues together by offering both evidence-based global reviews and more localised research-oriented reports on current issues in teaching children English through ECEC internationally. The volume will be of interest to practitioners, teacher educators, researchers and families who engage with and/or are interested in the teaching and learning of English in early years settings.

Edited by Victoria A Murphy and Maria Evangelou

This book is free to download below as a pdf file.

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Early childhood education in English for speakers of other languages

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Increasingly around the world children are engaging in Early Childhood Education and Care (aged 0-7) before entering primary school. At the same time, there is an increase in the extent to which non English-speaking children are taught English through educational provision.

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Second Language Learning in the Early School Years: Trends and Contexts (Murphy, 2014)

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Second Language Learning in the Early School Years: Trends and Contexts (Murphy, 2014)

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Google Books link: https://g.co/kgs/crgTWv

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The Bell Foundation: EAL Assessment Framework

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The Bell Foundation: EAL Assessment Framework

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The Bell Foundation's award-winning EAL Assessment Framework for Schools and digital EAL Assessment Tracker are available free of charge to all schools in the UK. To view the Assessment Framework, you need to register an account.

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EAL Assessment Framework for Schools (Free tool)

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These practical resources enhance EAL provision in schools and include our award-winning EAL Assessment Framework for Schools with digital EAL Assessment Tracker.

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Educational Outcomes of Children with English as an Additional Language

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Educational Outcomes of Children with English as an Additional Language

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Report from the EPI

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The Education Policy Institute and The Bell Foundation have today published a report on the educational outcomes of children with English as an Additional Language (EAL).
The analysis examines the attainment of EAL children, as well as funding provision and the support available to pupils in this group.

You can download the report here.

Average attainment scores of EAL pupils are deeply misleading and conceal considerable variation.

Headline figures published by the Department for Education show that, on average, in 2016 EAL pupils performed well - with similar attainment scores to the national average, and greater than average progress during school. They were also more likely to achieve the English Baccalaureate than those with English as a first language (28 percent versus 24 percent).

These figures, however, obscure significant disparities in performance - and are also distorted by missing records - estimated at nearly a third of EAL primary pupils, and one tenth of secondary pupils, who have absent attainment records due to late arrival to the English school system.

Looking beyond headline figures, this new analysis finds that some groups, including those with a first language of Pashto, Panjabi, Turkish, Portuguese, Czech and Slovak, perform below national standards in primary assessments - despite having entered the English school system at an early stage as infants.

Conversely, other groups, including Tamil, Chinese and Hindi pupils, perform above national standards at primary - despite having arrived in the school system as late as Year 5.

Some EAL pupils, such as late arrivals with Pashto as a first language, score, on average, between an F and an E at GCSE in Attainment 8 having arrived into the English school system in Year 9.

At the other end of the scale, children with Chinese as their first language perform well, averaging between a B and a C at GCSE in Attainment 8 - despite having also entered secondary school in Year 9.

There is a severe attainment penalty for pupils arriving late into the English school system. At primary and secondary level the time at which the average EAL pupil enters school reliably predicts attainment levels.

In Key Stage 2 assessments, on average EAL pupils in reception scored 2 points above the expected standard in reading and maths. However, performance declines to 2 points below the expected standard by Year 3, and continues to fall to a striking 17 points below for pupils arriving before exams in Year 6.

At GCSE level, pupils with EAL scored an average grade of a C if they arrived between reception and Year 7. This decreased to a grade of around a D if they arrived in Year 8, 9 or 10 - falling further to below an E if they arrived in Year 11.

These penalties apply to all language groups. Even for groups that seem to perform well when arriving late, such as Chinese pupils - attainment is still greatly affected, with performance significantly worse than early arriving Chinese pupils.

Our analysis also finds that the ability of different regions to support late arrivals in the EAL group varies substantially, with the North lagging well behind the South.

When examining the government's new national funding formula for schools (NFF) we find that overall, deprived urban schools in areas of high ethnic diversity will face losses - while schools outside of London and other large urban centres are set to see increased levels of funding.

While local authorities have flexibility over allocations, the NFF overall translates to an increase in funding following the average secondary pupil with EAL of 48 per cent in 2019-20. EAL primary school pupils, (who account for the bulk of EAL funding) face an average reduction of 10 per cent - with reductions expected even if these pupils live in the most deprived neighbourhoods, or are on free school meals (FSM).

Taking into account pupil performance, is it also evident that funding in the NFF specifically targeted to EAL pupils does not adequately support the development of academic language proficiency. The NFF allocates funding to each EAL child in each of their first three years in school in England - yet the attainment profile for EAL pupils strongly suggests that it takes longer than three years to become fully proficient in English.

Compared to other countries, England's system for developing support for EAL pupils through specialist roles is insufficient. English-speaking jurisdictions, such as New York State, Minnesota, Alberta, New South Wales and New Zealand promote far more extensive EAL policies.

As a result of funds no longer being ring-fenced for EAL pupils, and overall budgetary pressures, the supply of EAL expertise in schools has declined significantly. There is a noticeable absence of any mechanism which generates specialist expertise on EAL education, with England lacking national oversight or provision of professional qualifications, staff development and specialist roles for teachers and staff working with EAL children.

With current funding provision for pupils arriving late into the English school system inadequate, a 'late arrival premium' is needed in the national funding formula for schools to provide intensive support, and, in particular, to help address the large attainment differences between those arriving in Year 7 and those arriving later in Year 10 or 11.

The government should develop new policies to generate and maintain EAL expertise in schools. Lessons can be drawn from other English-speaking jurisdictions - where there are effective policies for establishing specialist EAL roles, programmes for staff development and graduate level specialist qualifications.

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Educational Outcomes of EAL Children - Education Policy Institute

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The Education Policy Institute and The Bell Foundation have today published a report on the educational outcomes of children with English as an Additional Language (EAL).

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NALDIC: the national subject association for EAL

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NALDIC: the national subject association for EAL

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Supporting bilingual children in the Early Years

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Excerpt (PDF)

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Starting School: Young Children Learning Cultures (Brooker, 2002)

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Starting School: Young Children Learning Cultures (Brooker, 2002)

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Google Books page

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This book traces the experiences of children from a poor inner-urban neighbourhood - half of them from Bangladeshi families - as they acquire the knowledge appropriate to their home culture and then take this knowledge to their reception class. It highlights the small differences in family life - in parenting practices, in perspectives on childhood, and in beliefs about work and play - which make a big difference to children's adaptations to school.

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This book traces the experiences of children from a poor inner-urban neighbourhood - half of them from Bangladeshi families - as they acquire the knowledge appropriate to their home culture and then take this knowledge to their reception class.

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Supporting children learning English as an additional language

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Supporting children learning English as an additional language

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National Strategies (Early Years) (2007)

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Kletsheads - The podcast all about bilingual children

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The podcast about bilingual children for parents, teachers and speech language therapists

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Voices in Harmony: Bilingualism Matters for Everyone

Conference organised by Bilingualism Matters at the University of South Carolina in the USA on bilingual education. The call for proposal submissions is now open.

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Voices in Harmony: Bilingualism Matters for Everyone Conference organised by Bilingualism Matters at the University of South Carolina in the USA on bilingual education. The call for proposal submissions is now open.

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We Speak Multi is a project that aims to share evidence-based information on early years multilingualism to parents, carers and professionals. We are a group of researchers in child language at the University of Cambridge who are part of the Cambridge Bilingualism Network, and for this project we are working with antenatal teachers.

We are grateful for funding from the University of Cambridge.

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We Speak Multi is a project that aims to share evidence-based information on early years multilingualism to parents, carers and professionals. We are a group of researchers in child language at the University of Cambridge who are part of the Cambridge Bilingualism Network, and for this project we are working with antenatal teachers.

We are grateful for funding from the University of Cambridge.

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We Speak Multi is a project that aims to share evidence-based information on early years multilingualism to parents, carers and professionals. We are a group of researchers in child language at the University of Cambridge who are part of the Cambridge Bilingualism Network, and for this project we

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Webinar: The home learning environment – multilingualism and child-wellbeing

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Webinar: The home learning environment – multilingualism and child-wellbeing

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A presentation on multilingual children, their development, and wellbeing

In this third joint webinar between NALDIC and the Chartered College of Teaching, Dr Napoleon Katsos, reader at the University of Cambridge and Dr Lisa-Maria Muller, Education Research Manager at the Chartered College of Teaching, explored the links between multilingualism in the family and child well-being.

The COVID-19 crisis has highlighted the role of children's home learning environment and the Chartered College's own research has shown that many teachers have recognized its importance and would like to improve links with parents and families as a result. This presentation will therefore focus on one important aspect of the home learning environment; multilingualism and how the knowledge (or lack of knowledge) of multiple languages can affect children's well-being.

The presentation is based on findings from the presenters' recently published scoping review, which was co-authored with their colleagues Dr Katie Howard, Dr Elspeth Wilson and Dr Jenny Gibson. It is also linked to the theme of the summer issue of the EAL journal, which will focus on children's home learning environment and will feature a summary of the issues discussed in this presentation.

Shared materials:

Our presenters:

Dr Napoleon Katsos
Reader in Experimental Pragmatics, University of Cambridge
Dr Napoleon Katsos is Reader in Experimental Pragmatics at the University of Cambridge. He is interested in how psychological research can inform theoretical linguistic inquiry and vice versa. His particular focus is in the area of semantics and pragmatics, and in language learning by monolingual and bilingual children as well as children with Specific Language Impairment and/or Autistic Disorders. He is also Director of Studies for Linguistics at Trinity College, Cambridge. He enjoys taking part in public engagement events and explaining why linguistics is a fascinating topic. Napoleon also thinks that it is important to communicate research findings to the professionals that can make best use of them in practice, in education and mental health - something that he and his colleagues do thanks to the Cambridge Bilingualism Network.

Dr Lisa-Maria Muller
Education Research Manager, Chartered College of Teaching
Dr Lisa-Maria Muller is Education Research Manager at the Chartered College of Teaching, where she works on linking research and practice. She leads on the College's research work, manages content for the member platform MyCollege and runs the Science Teacher Journal Club project. Before joining the Chartered College of Teaching, Lisa-Maria worked as a postdoctoral research associate at the Universities of Cambridge and York on two projects relating to foreign language learning. At the University of Cambridge, she was also a member of the Cambridge Bilingualism Network and contributed to research and outreach work on multilingualism which included studying the effects of a bilingual education on children's literacy development, the co-organisation of stakeholder workshops and the co-development of a resource pack for antenatal teachers. In her PhD thesis Lisa-Maria investigated the similarities and differences between typically developing multilingualism and multilingual language disorders. She is a qualified teacher and has worked in secondary schools in Austria and England.

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Webinar: The home learning environment - multilingualism and child-wellbeing * Chartered College of Teaching

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In this third joint webinar between NALDIC and the Chartered College of Teaching, Dr Napoleon Katsos, reader at the University of Cambridge and Dr Lisa-Maria Muller, Education Research Manager at the Chartered College of Teaching, explored the links between multilingualism in the family and child well-being.

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Supporting parents and educators of bilingual children

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Supporting parents and educators of bilingual children

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PEaCH stands for “Preserving and promoting Europe’s cultural and linguistic heritage through empowerment of bilingual children and families”.

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PEaCH's mission is to offer guidance for parents and educators on how to support, maintain and develop a child's home language(s). PEaCH also wants to raise educators' awareness of the benefits of bilingualism and home languages.

More specifically our goals are to:

Strengthen the acquisition and maintenance of the 24 EU languages among children in bilingual and multilingual families living in areas where these languages are less common;

Offer user-friendly, age-appropriate advice to enable children between 0 and 12 to acquire their family languages;

Instruct parents how to effectively pass on their native language to their children;

Raise awareness about the benefits of bilingual upbringing among teachers in kindergartens and elementary schools as well as nursery staff;

Create a European Network of PEaCH Ambassadors, consisting of educators and other professionals supporting bilingual and multilingual families.

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Empowerment of bilingual families | PEaCH | EU Project

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PEaCH's mission is to offer guidance for parents and educators on how to support, maintain and develop a child's home language(s). PEaCH also wants to raise educators' awareness of the benefits of bilingualism and home languages.

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Multilingual England: the best start for young children learning English as an additional language