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Welcoming Refugee Children: Advice and Guidance for Schools (Webinar)

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Click here for guidelines on how we can work collaboratively to support EAL and GRT learners.

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If you would like to learn more about supporting New Arrivals, follow this link to our E-Learning on My Learning Hub

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English as an Additional Language (0-18yrs)

The EAL Team work within mainstream nurseries and schools. Most support will be provided by school staff but some children and young people may need additional support with their learning. The EAL Team can help children, young people, families and schools with advice, support and resources.

The EAL Team can -

Provide staff development.

Suggest resources and strategies to meet the needs of children and young people.

Support assessments of children and young people.

Attend meetings as required.

Work directly with EAL children or young people who have additional support needs.

Support transition and networking of EAL children or young people.

work directly with families to support needs

A decision to request support from the EAL Team can be made at a CPM Meeting or by Health Visitors or Nursery Practitioners. If the request is agreed then EAL teachers will join the existing team around the child in planning appropriate support.  If you have concerns about your child, in the first instance, contact your school or nursery.

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Enrolment is an excellent opportunity to learn key information about your EAL learners. This includes: educational background, family history, language ability in home language, language ability in English, and other ASN.

This information should inform your planning to best enable the learner to access the curriculum and settle into school life.

Discuss the enhanced enrolment process with your EAL teacher and use the documents here support and record the process.

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Use this form to lead and record enhanced enrolments for EAL learners. Ideally include parents/carers, representative from school and EAL Teacher.

It may also be useful to book in an interpreter, depending on parent/carer level of English.

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Supporting New Refugee Arrivals (Primary)

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Supporting New Refugee Arrivals (Primary)

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This webinar will explore practical ways in which primary teachers and teaching assistants can create a learning environment which is academically, linguistically and socially inclusive. We will consider strategies, many of which require minimal preparation, that will ensure that new arrivals, including those who are new to English, can meaningfully participate in and make contributions to all aspects of school life; both social and academic.

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Our learners are a diverse and dynamic group, follow this link for some more detailed information.

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A number of factors will have an impact on the development of pupils' language skills and their ability to apply these skills to their learning across the curriculum:

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;

support structures for learning and language development at home and at school.

Pupils with English as an additional language are not a homogeneous group. Teachers and educational policy makers need to be aware of the range of variables in relation to both individual learners and groups. These variables will also be significant when interpreting the overall task which learning EAL entails:

Some pupils are born in the UK but enter school speaking little or no English and have limited or no experience of literacy in their first language.

Some pupils are born in the UK but enter school speaking little or no English. However, they have some experience of literacy in their first languages.

Some pupils arrive between the ages of 5 and 16 without literacy or oracy skills in English but with age equivalent skills in literacy and oracy in their first languages, and sometimes in other languages as well.

Some pupils enter the school system between the ages of 5 and 16 without literacy or oracy skills in English and with limited or no literacy skills in their first language due to disrupted schooling.

In addition, some pupils have suffered emotional and psychological stress as a result of family loss or social and economic disruption to their lives in their countries of origin.

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A number of factors will have an impact on the development of pupils' language skills and their ability to apply these skills to their learning across the curriculum: 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; support structures for learning and language development at home and at school.

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Click here for our strategies, supports, and resources Padlet.

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Supporting New Refugee Arrivals (Secondary)

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Supporting New Refugee Arrivals (Secondary)

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This webinar explores practical ways in which secondary teachers and teaching assistants can create a learning environment for refugees which is academically, linguistically and socially inclusive. It considers strategies, many of which require minimal preparation, that will ensure that new arrivals, including those who are new to English, can meaningfully participate in and make contributions to all aspects of school life; both social and academic.

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Newly arrived pupils who are new to English (WebinarNewly arrived pupils who are New to English require intensive and targeted English language support from their first day at school to ensure rapid progress. This practical webinar will focus on the actions that schools need to take during the first three weeks to best support their newly arrived pupils. It will explore what arrangements need to be in place for learners with EAL before the admission, before the pupil starts, in their first days and during the initial weeks. Dos and don’ts for practitioners during this period will also be discussed.)

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Newly arrived pupils who are new to English (Webinar)

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Building Sustainable Provision in Schools for Children Who Are Refugees (Webinar)

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This webinar was a special joint event between The Bell Foundation and I CAN, the children’s communication charity. It focused on supporting children using English as an Additional Language (EAL) who have Speech, Language and Communication Needs (SLCN). It was of interest to both primary and secondary practitioners. The webinar covered the following areas: Introduction to SLCN – what is speech, language and communication and how do they typically develop? SLCN and EAL support needs: How to identify children and young people who may have both. Supporting EAL learners with SLCN. Working with families of children with SLCN and EAL.

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Is it English as an Additional Language, a language disorder, or both? (Webinar)

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While basic interpersonal communication skills (BICS) develop quite quickly (2-3 years), academic language is more complex and takes up to 7 years (Cummins, 2008).

Doing what we can to scaffold the language of learning is key. For some practical ideas on doing this, refer to Pauline Gibbon's text Scaffolding language, Scaffolding Learning smaple here: (victesol.vic.edu.au)