# data[].attributes.body
Language

It is important that when an EAL student joins a new classroom that the pupils are aware that there may be a language barrier and communication may be difficult. To help with this, students can be taught the basics of that language so that the EAL student feels more welcomed into the classroom. As well as learning the basics of their language, students can also be taught to be more patient when speaking to someone whose first language isn’t English and speaking slowly and clearly so the EAL pupil can understand what it being said

Culture

Depending on where the EAL student comes from, the pupils in the class may not be fully aware of cultural differences between the two. As well as culture many schools operate differently around the world than they would in the UK and it may take sometime to adjust to that transition. For example school days, in Brazil schools tend to end at noon and in China they end at 5pm. In most European schools, there is also no uniform. These are small things that pupils should be educated on so that they can be more accustomed the how life was in that particular EAL students country.

# data[].attributes.body
Warning signs EAL

Social:

One warning sign socially would be if the EAL pupil was not integrating into the class like the other pupils. This may be because of social barriers that make it difficult for them to interact and collaborate with other pupils. This will not only make group tasks and activities more difficult for them but will also lead to them being withdrawn and not making many friends in the class. This could lead to bullying within the school. To try and encourage social interactions the teacher needs to monitor group activities with EAL pupils closely to see whether they are engaging with the other pupils or not. If not, the teacher will have to adapt the activity to make sure all pupils are included, this could be done by assigning roles within the group, so everybody has to contribute. If an EAL pupil is not contributing in social activities and also alone in times such as playtime then these are warning signs for the class teacher. From these teachers need to adapt to include EAL pupils and encourage more social interactions.

Intellectual:

One warning sign intellectually would be if the EAL pupil is not meeting targets for their age group. The teacher must find out why this is and also adapt lessons to make them more accessible for the EAL pupil. Is it that they do not understand the lesson content, or they do not understand how it is being delivered to them? This could mean teachers have to adjust how they are delivering the lesson to make the content more accessible for the EAL pupil. If the pupil is not making progress throughout many months in school, then this is a warning sign as they will not be able to keep up with the increased difficulty of lessons in the future. Therefore this is when the class teacher must step in and make extra provisions for the EAL pupil in their class.

# data[].attributes.headline
Local provision map 2019 from arrival in Liverpool

# data[].attributes.subject
Local provision map 2019 from arrival in Liverpool

# data[].attributes.body
These families often remain transient for a long period of time once they have arrived in UK.

# data[].attributes.headline
Differences between Asylum Seekers and Refugees

# data[].attributes.subject
Differences between Asylum Seekers and Refugees

# data[].attributes.headline
Need to be aware of Local Authorities/Services

# data[].attributes.subject
Need to be aware of Local Authorities/Services

# data[].attributes.body
Barriers to accessing these:
·      Trauma

·      No childcare

·      An unusual id

·      Low/no income

·      Lack of networks

·      Distance

·      Distrust of authority

·      Lack of legal aid

·      Limited English

·      No permanent address

·      Hostile environment

·      Lack of knowledge of UK services

# data[].attributes.body
Incorporating EAL Children

Teaching Strategies

There are many teaching strategies that teachers can use to incorporate EAL children into school life. For example, in regards to the classroom environment, staff/pupil attitudes, use of resources, and the use of the teaching assistant as a support system for these children.

Planning

It is essential to incorporate the needs of the EAL children into lesson plans. It is important to take into consideration that these children see your lesson much different in comparison to the other children, EAL children may find it more difficult due to the language barrier. Often teachers would set work out slightly different for these children and make sure they have constant access to the resources they need to help them with their learning.

Pupil (peer) Attitudes

As well as doing your own research in regards to what languages your children speak and where they come from, it is important that the whole class is educated with the concept of language barriers and other cultures so that the English speaking children can understand EAL children better so that they can make sense of why they may act the way they do and are more aware of what they are going through.

# data[].attributes.headline
Side note-Incorporating child into the classroom:

# data[].attributes.subject
Side note-Incorporating child into the classroom:

# data[].attributes.body
Quick and innovative exercise-developing language-Throwing an inflatable globe.This can help children practise  learning short phrases such as;please or thank you.

Also puts child at an advanatge for learning new social skills-for example-interacting with other pupils in class and knowing their names.

# data[].attributes.headline
Signs that the individual is in the silent period:

# data[].attributes.subject
Signs that the individual is in the silent period:

# data[].attributes.body
1.Feeling uncomfortable with the classroom routine as their previous school had different rules.
2.Other children bullying them for being different-because of lack of communication skills child cannot tell the teacher of their concerns.
3.Not joining in with other children at playtime or classroom discussion.
4.Isolating themsleves-pupil might not have experienced a school environment.

# data[].attributes.body
Signs that the individual is gradually coming out of this period-

1.Joining in with other children-whether this is at playtime or going in with group tasks.
2.Joining in with class discussion,for example,mumbling words in english or answering a question.
3.Being able to ask the teacher for support.
4.Developing an understanding of the work-gradually being able to start doing the work independently.
5.Wellbeing is imporivng-feeling included and not having anxieties of what others think her/him.
6.Repeating basic stock phrases such as;good morning,please,thank you.

# data[].attributes.body
EAL Mindmap