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Benefits that children have from having more then one language

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https://www.naldic.org.uk/eal-teaching-and-learning/outline-guidance/early-years/

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In order to be conducive to learning – and especially conducive to language learning - bilingual children’s play experiences need to be supported by teacher-child interaction. This in return requires constant movement and interchange between observation, participation, analysis and reflection. A successful teacher will play with the children, observe their interests, and aim to see the world from children’s perspectives. (NALDIC 2017)

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Observation is the key to understanding young children as learners and a vital tool in finding out more about them as individuals. It is an integral part of the assessment and planning cycle and a firm basis for reflection (Drake, 2006)

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practitioners should value this linguistic diversity and provide opportunities for children to develop and use their home language in their play and learning. These children will be at many stages of learning English as an additional language.
· Some children are bilingual from birth, because their families have talked to them in more than one language.
· Some children will be acquiring English as an additional language. As with their first language, this needs to be learnt in a context, through practical meaningful experiences and interaction with others. These children may spend a long time listening before they speak English, and will often be able to understand much of what they hear, particularly where communication through gesture, sign, facial expression and using visual support is encouraged.

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•A welcome sign in many languages

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•Consider a home visit

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•Remember that parents may have very different expectations of child care based on their experiences.

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•Remember that some parents may be reluctant to visit the setting because of shyness or reluctance to speak English

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•Encourage contact with other parents

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•Explain letters, written information verbally and try to have translations available if possible

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•Encourage involvement and participation in the settings activities

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•Show parent/carers how supported play activities can provide opportunities to model, rehearse and extend language.

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policies and procedures parents would want access to

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policies and procedures parents would want access to

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Transitions policy

•Settling in policy

•Admissions policy

•Babysitting policy

•Behaviour management

•Collection procedures

•Complaints procedure for parents

•Food and healthy eating policy

•Health and safety policy

•Insect stings and bites policy

•No smoking policy

•Sun protection policy

•SEN policy

•Inclusion/equal opportunities policy

•Intimate care policy

•Medication policy

•Safeguarding policy

•Working in partnership with parents policy

•Code of conduct for parents and carers, visitors and contractors

•Sickness exclusion policy

•Confidentiality policy

•Data protection policy

•Outings policy

•Web privacy policy

•Anti-bullying policy

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policies and procedures that parents would want access to 

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policies and procedures that parents would want access to 

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•Transitions policy

•Settling in policy

•Admissions policy

•Babysitting policy

•Behaviour management

•Collection procedures

•Complaints procedure for parents

•Food and healthy eating policy

•Health and safety policy

•Insect stings and bites policy

•No smoking policy

•Sun protection policy

•SEN policy
•Inclusion/equal opportunities policy

•Intimate care policy

•Medication policy

•Safeguarding policy

•Working in partnership with parents policy

•Code of conduct for parents and carers, visitors and contractors

•Sickness exclusion policy

•Confidentiality policy

•Data protection policy

•Outings policy

•Web privacy policy

•Anti-bullying policy

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policies and procedures that parents would want access to 

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policies and procedures that parents would want access to 

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•Transitions policy

•Settling in policy

•Admissions policy

•Babysitting policy

•Behaviour management

•Collection procedures

•Complaints procedure for parents

•Food and healthy eating policy

•Health and safety policy

•Insect stings and bites policy

•No smoking policy

•Sun protection policy

•SEN policy
•Inclusion/equal opportunities policy

•Intimate care policy

•Medication policy

•Safeguarding policy

•Working in partnership with parents policy

•Code of conduct for parents and carers, visitors and contractors

•Sickness exclusion policy

•Confidentiality policy

•Data protection policy

•Outings policy

•Web privacy policy

•Anti-bullying policy

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include an observation of child in setting

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•The environment plays a key role in supporting and extending children’s development and learning.

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•A rich and varied environment supports children’s learning and development. It gives them confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor spaces.

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•The physical learning environment should give all children the opportunity to make independent choices; this will enable you to observe what interests a child has and begin to develop the language  which will support those activities.

•The physical environment should also include play and learning resources that positively reflect the children’s cultural and linguistic identity and experiences; for example books, posters, labels, role-play equipment including community language newspapers and food packets, displaying a variety of scripts to support language awareness.

Opportunities to play outside are often particularly beneficial as most children tend to be less inhibited in their language use in an outdoor environment. Practitioner observations have shown that children commonly make at least five times as many utterances outdoors as they do inside. This has clear implications for ensuring that the potential for outdoor spaces as learning environments is maximised

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P1 - explain why a child's home language should be valued
P2- explain the benefits to children of bilingualism
M1- Analyse the extent to which respecting and valuing the home language of children could impact on the development and learning.

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Supports M2 talk about how these could be resolved 

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Supports M2 talk about how these could be resolved 

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FAMILY | •‘LOSS’ OF A FAMILY MEMBER• LACK OF EXTENDED FAMILY• CULTURAL EXPECTATIONS OF GIRLS AND BOYS• ASPIRATIONS OF DIFFERENT ETHNIC GROUPS• MIXED DISCIPLINARY APPROACHES• LACK OF FATHER OR AUTHORITY FIGURE
SCHOOL OREDUCATIONAL SETTING | • LACK OF MOTIVATION• LOW SELF-ESTEEM• LACK OF BI-LINGUAL RESOURCES• PRIOR EDUCATION (ZERO – HERO!)
WIDER WORLD | • LACK OF POSITIVE ROLE MODELS• RACISM / ISLAMAPHOBIA• EXPERIENCE OF TRAUMATIC EVENTS  • NEGATIVE ATTITUDES TOWARDS MIGRANT WORKERS• MEDIA CONSTRUCTED IMAGE OF COUNTRIES • LENGTHY AND ONGOING ASYLUM CLAIMS
COMMUNITY | • LIMITED ACCESS TO ACTIVITIES AND FACILITIES• CULTURE OR ‘IDENTITY’ CRISIS• POOR HOUSING• ANXIETY AROUND AUTHORITY FIGURES

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Instant Support Strategies

Draw pictures

Listen attentively to the child

Use a bilingual or picture dictionary

Use visual aids

Use the internet

Translate

Simplify text and focus on key words

Highlight key part of sentence structure

Label diagrams

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Guide for Practitioners to support children with additional languages

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describe the stages of second language development

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how adults use routines and activities to support development of English for children aged from 4 to 8 years

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Activity plan for child aged 3-5 years to support EAL

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Filling in gaps in sentences

•Labelling: diagrams, sketches and pictures in English and/or first language.

•Sorting: listing key words in alphabetical order; writing ‘true’ or ‘false’ about a sentence.

•Sequencing: sketches/drawings and key words/sentences.

•Copying key sentences that contain the main ideas of the lesson. For example, the five key points of the lesson.

•Dictionary exercises using both English and dual language dictionaries.

•Matching activities: sentence halves; sketches/drawings with words and phrases; key words and definitions.

•Copying key words from the board or a prepared sheet of key words and phrases to translate and refer to.

•Re-ordering sentences based on topic.

•Compiling a picture glossary of vocabulary related to the subject.

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Encourage parents to continue to speak their native  language to their children.
The communication friendly classroom.
Carry out an induction for new arrivals and get as much information as possible about previous schooling and attainment and language proficiency.
Do not overload new arrivals with too much direct teaching of English.
Value and celebrate the languages in your school.

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links with p5                           key points

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links with p5                           key points

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•Bilingualism is an asset.

•The first language is key to an EAL pupil’s identity, learning and acquiring an additional language.

•Cognitive challenge can and should be kept appropriately high through the provision of linguistic and contextual support.

•Language acquisition goes hand in hand with cognitive and academic development with an inclusive curriculum as the context.

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Important factors that need to be known in relation to the curriculum supports M1

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Important factors that need to be known in relation to the curriculum supports M1

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the age at which pupils enter the educational system

•their previous experience of schooling and literacy in their first language;

•their knowledge, skills and understanding of languages and the school curriculum;

•home and community expectations and understanding of the education system;

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P3-  Explain how adults work in partnership with families to enable the creation of an inclusive environment to support children who have another home language.
P4- Describe the stages of second language development

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Communicate through gesture, facial expressions, signs and visual support

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This is the Brazilian flag that is easily recognisable and the language that is commonly spoken which is Portuguese

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This is showing how important looking at other languages are and how influential other languages are on our own culture. Children home language should be respected.

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Supports P1
This side shows the festival carnival they celebrate and the Olympic Rings as the had the olympics in Rio de Janeiro in 2016 and we included a famous landmark of Christ the Redeemer.

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This side shows some famous or common tv shows in Portugal that can be easily recognised and a song both in English and Portuguese that is common

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Supports P3- practitioners can use what the children have already learned at home in the setting

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Supports P3- practitioners can use what the children have already learned at home in the setting

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Most children with EAL already have an established home language with:

a set of sounds and sound groupings

intonation patterns

a script or alphabet

a set of sound-symbol relationships

vocabulary and grammar

non-verbal signals

They will also be:

aware of rules about social conventions and language

able to relate to people and express feelings and emotions

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P5- Explain how to create a learning environment to support linguistic diversity
P6- Explain the role of observation in work with children who have another home language.
P7- Explain how adults use routines and activities in early years settings to support the development of English for children aged from 4 years up to 8 years

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According to Krashen three conditions are necessary to promote language acquisition                                                                             supports  M1

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According to Krashen three conditions are necessary to promote language acquisition                                                                             supports  M1

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•Comprehensible input

where meaning is made clear through the use of

context clues (body language, visual support).

A stress-free environment

where the learner is able to take risks and learn from mistakes as well as successes.

• The right to be silent

where the learner is allowed time to listen and tune in to the language before attempting to speak

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Bilingualism is not a Special Educational Need but will experience speech, language and communication needs.

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Listening and absorbing. (Silent Period)

•Responding to instructions.

•Imitating and copying.

•Trying out ½ word phrases.

•Naming words.

•Action words.

•Putting names and actions together.

•Trying out whole sentences with mistakes.

•Correcting mistakes themselves.

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The importance of strong foundations in the home language...... Supports M1

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The importance of strong foundations in the home language...... Supports M1

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Children need to develop strong foundations in the language that is dominant in the home environment, where most children spend most of their time.
Home language skills are transferable to new languages and strengthen children’s understanding of language use.

Developing and maintaining a home language as the foundation for knowledge about language will support the development of English and should be encouraged.

Insistence on an English-only approach to language learning in the home is likely to result in a fragmented development where the child is denied the opportunity to develop proficiency in either language.

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M2- Analyse the effectiveness of different ways of working with families to support the development of English for children who speak another language at home.
M3- Analyse how the stages of second language development inform routines and activities for children who have another home language

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Welcome poster

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Monolingual- speaks 1language
Bilingual- speaks 2 languages
Multilingual- speaks more then 2
Home language- language learnt first
Mother tongue- first languaged developed
EAL- English as additional language
ESOL- English for speakers of other languages
Simultaneous- all on the same point
Sequential- one step after another

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Maintenance of first language:

•strengthens children’s communication, thinking skills and metacognition, providing a strong foundation for learning

•plays a major role in developing a positive sense of identity

•contributes to belonging and connection with family, community and culture

•affects social development and wellbeing
•contributes to children’s feelings of power and equality

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Practitioners should value this linguistic diversity and provide opportunities for children to develop and use their home language in their learning and play