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P6- Explain the role of observation in work with children who have another home language.

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P6- Explain the role of observation in work with children who have another home language.

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We need to focus on language development and the criteria may need to be altered due to delays in their language. Observation is used to see how delayed they are in language and what needs to be improved to help their development.
Re-submission:  Observations can be used to see even if they aren't speaking english when saying spmething but they might be showing what they can do, for example, writing there name on a whiteboard while no ones around or counting out blocks to play with. Observing children speaking there own language is also benificitial as you can tell if they are speaking babble or if it sounds like its making sense. Also observe if there saying the same sounds or sound like there asking questions or during play (roleplay) in there own lanuage but also to see if it makes sense. When young children start speaking english as the second lanuage most children go through a silent stage especially with adults, so its important to observe them in play with other children that they feel confident and comtfable with.

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P5- Explain how to create a learning environment to support linguistic diversity. 

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P5- Explain how to create a learning environment to support linguistic diversity. 

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We use displays and boards around the room to make sure every child feels important and valued, also so other children can learn about different children's cultures.
In setting we have a welcome display in various languages around the world so everyone is valued and thought about.
Re-submission: To create a learning environment to support linguistic diversity we know all our children and if they have english as an additional language then we make sure to create and put out flash cards of key words in there home language and english so they can learn as there doing day to day things. For example, we could use the words "toilet" and "sand area". We also talk to the other children in the class about how different people can speak different languages and encourage them to get children with EAL involved in there play and learning and this will also help there social skills develop even if they aren't speaking the same language. Another thing we do to create a learning environment so everyones involved in put objects and toys from there home country into play, e.g. cooking equipment and food that your child has at home. We do this as it creates a learning environment to support linguistic diversity because it will encourage children to play with more equipment and as there doing this there learning and developing.

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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 language.

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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 language.

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Adults will work in partnership with you as a family to make sure we can provide the right environment we can for your child wanting to learn English. Adults will also need to talk to parents and find out how much or little there child knows in English, how long they've been in the country for and where there from etc. This includes adults in setting talking to parents of the children and learning abit more about them and there culture. To work together with parents, staff may ask parents to come in and share more stories and info about there culture to the children, e.g. food and clothes.
Re-submission: Adults will also work in partnership with families to enable the creation of an inclusive environment by talking through what words their child knows/ don't know and make flash cards for them, which will go around the room to make it an inclusive environment. Adults in the setting will need to form a relationship with families and if a family doesn't speak English they may need to get a translator to form a bond, so they can still talk about the child and how to help. Secondly to form a relationship with the parent they may need to create a powerpoint for example with all the information on about the nursery and there child but in the parents main/ home language as this will make sure the parent understands and can say there input to create a inclusive environment for the child but also so the parents and family feel included and thought about, so they'll have a positive opinion on the setting.

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P7- How adults in our setting use routines and activities to support your child's development in English.

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P7- How adults in our setting use routines and activities to support your child's development in English.

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We use routines as a way for children with EAL to know what we are going to do throughout the day and they will understand what which one means as there are big colourful pictures for them to understand.
Activities throughout the day will also help support a child's development in English, for example:
- Meal time as they will listen to the other children and adults talking around them.
- Guided reading as they will be reading in english and its with the teacher so they can go through each word with them.
- Computer activites because there are various word games and learning games online to help children learn english from any language.

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P4- Stages of second language development:

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P4- Stages of second language development:

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1- In many cases a silent period, possibly combined with use of gestures and some home languages.
2- Echoing of words or short phrases, e.g. you offer a biscuit and say "Would you like to take a take a biscuit?" and they repeat "Biscuit".
3- 'Formulaic Language' - Language with meaning, e.g. "My turn".
4- Joining in with refrains in stories and songs, learnt by copying other children.
5- Use of intonation and using basic question words.
6- Development of independent phrases, such as wants, dislikes, etc.
7- Extended phrases, using verbs, adjectives and nouns.
8- Leading eventually to longer sentences and oral competence although some minor 'irregularities' still may occur.
(for more info visit dorsetforyou.gov.uk)

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The stages of second language development in practice

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P1- Also to help value your child's home language we send one of these home for you to fill out to get to know your child more and what we could add into setting to help.

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P1- Also to help value your child's home language we send one of these home for you to fill out to get to know your child more and what we could add into setting to help.

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P2- The benefits to children with bilingualism!

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P2- The benefits to children with bilingualism!

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(Click below to expand)

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We create little games like this (in their home language and ours) for your child to get enjoy and feel involved. As a nursery we know it's very important to value all children's home languages and this is because when your child first starts they could feel alone or left out as they don't know English, but we will value there language by getting them involved in normal day to day activities but by doing it in their home language. This will increase there self-esteem a lot and help them to be learning and developing in normal lessons like maths&literacy in their home language, but also be learning English language as well for the future.

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