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Activity with extension task for EAL children

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Activity with extension task for EAL children

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Welcome booklet for EAL child containing facts about the Chinese language

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Welcome booklet for EAL child containing facts about the Chinese language

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This booklet includes a map of where different Chinese languages are spoken and a nursery rhyme in Chinese. There are also different facts and key information about the Chinese language included, including words and symbols.

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Flashcards such as these can be used with an EAL child or a child that just speaks English as their first language. They allow children to match a picture up with the correct word, enabling them to recognise common words.

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D1: Evaluate partnership work with families in supporting the development of English for children who have another home language

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D1: Evaluate partnership work with families in supporting the development of English for children who have another home language

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A strength of working in partnership with families with an EAL child is that work completed within the setting can be implemented at home to aid their development. "Children thrive on repetition and routine" (Myers, 2011) which suggests if English is consistently practiced within the setting and at home then this will help to support a child's language development as they are constantly hearing/speaking English as well as their emotional development as it is tied into a routine which helps a child to feel secure and they are aware of what is happening and when. However a weakness of this may be if the child's parents do not speak any English and are not willing to learn English, then the child's social development may be affected as they are unable to communicate with any other child in the setting, which has a knock on affect for their emotional development as they may become isolated.

Another strength of working in partnership with families with an EAL child is that the child's parents know them better than anyone else. This means they are able to give ways in which their child may learn (visual, auditory etc.) and what environments they may work better in. This can therefore be implemented into the setting to help support a child's language development effectively as different approaches can be used in order for the child to learn English. However a weakness of this may be that their parents are unable to successfully communicate with practitioners making it difficult to see what is best for the child. This may then affect a child's holistic development as they are unable to communicate in English, making them isolated from others in the setting. Primary National Strategy (2007) state that "children who speak little or no English at home may be at a disadvantage when they enter an Early Years setting without some support in the language with which they are most familiar." This suggests for the best interests of the child, parents should encourage the child to begin to learn the English language, even if this means they have to learn it themselves. However, this may have a wider impact on the child's parents as the parents may feel the child has to learn the English language even when the parents don't want them to, putting the child's development at risk within an English school as they are unable to learn like the other children.

In order to improve the language barrier between parents/children and practitioners, parents and children could be offered one to one sessions or electronics by the setting in order to help them learn English. One to one sessions with a translator organised by the setting may benefit parents and children as they are able to learn the English language through their translator in their own language. Padlet pages for parents and children can also help them to learn the English language, this can easily be accessed at home meaning children can continue to implement the learning of the English language at home as well as in the setting. Padlet pages are interactive and include games meaning children would be more willing to learn the language as it is an interesting and visual way of learning.
https://padlet.com/libby_jones/unit24_
https://padlet.com/libby_jones/unit24

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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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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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Respecting and valuing the home language of children can impact on a child's development and learning in a positive way as this can boost their self esteem. This can impact positively on their learning as well as their social and emotional development as they feel confident that they can use their language in order to learn within the setting, even though this may not be the settings fluently spoken language by all. Cumbria County Council (n.d.) state that "if home languages are valued and celebrated within the school environment then this sends a powerful message to pupils about their identity." This then suggests if the home language wasn't respected or valued, then the child may lack self esteem and may be quite reserved which will impact on their learning and development as they may not ask for help when its needed and will be left to struggle, affecting their emotional development.

Likewise, respecting and valuing the home language of children can impact on their learning and development positively as activities can be made inclusive for all children, even an EAL child. However, "language barriers can undermine people’s confidence, make everyday life harder and make it harder to form social connections" (KidsMatter, n.d.) suggesting if activities weren't made inclusive, then children wouldn't be able to socially interact affecting their development which would eventually affect their ability to learn from others. This may have a wider impact on the child's parents as their parents may begin to feel that because the family's first spoken language isn't English, this means their child cannot be respected or valued, upsetting them.

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P3: Explain how adults work in partnership with families to enable creation of an inclusive environment to support children who have another home language

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P3: Explain how adults work in partnership with families to enable creation of an inclusive environment to support children who have another home language

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Good relationships between practitioners and parents can help an environment within a setting to be deemed as 'inclusive' as one to one sessions can be provided for those children who may not speak English as their first language. This can help support children learn English if necessary as well as developing their home language further. This can also help to create an 'inclusive' environment as parents can notify practitioners on how they learn at home, which can then be implemented in setting.

Practitioners can provide one to one sessions or a translator in order to work in partnership with families. This can create an inclusive environment as children would begin to pick up the English language from their parents as well as within the setting, giving more opportunities to learn the language. Padlet pages can also be used to encourage children to play English language games, which would entice them further to learn the language.

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P2: Explain the benefits to children of bilingualism

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P2: Explain the benefits to children of bilingualism

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Children who are bilingual will have more social and interactive opportunities with speaking two languages compared to a child who is unilingual. Children who are bilingual are also able to learn new words more easily and also have good listening skills, important when improving their development. Likewise, children's cognitive skills may exceed the norm as learning two languages can improve cognitive functions and attention.

Likewise, children are able to learn about culture and how two or more languages may be similar or different, improving cognitive development. This means children will become diverse and will have a better understanding as they grow and develop "about their own cultures and beliefs and those of other people." This can also help improve cognitive development and the respect of others beliefs and views.

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Anne Rodgers, D. E. W., 2011. Inclusion and Diversity in the Early Years. [Online]
Available at: http://www.practicalpreschoolbooks.com/book-images/1/FilesSamples/126197819072412_00000000732.pdf
[Accessed 10 January 2017].

British Council., 2016. Speaking in your home language. [Online]
Available at: https://eal.britishcouncil.org/parents/speaking-your-home-language
[Accessed 6 December 2016].

Cumbria County Council, n.d. Use of home languages in school. [Online]
Available at: www.cumbria.gov.uk/elibrary/Content/Internet/537/955/6075/.../41226115616.doc
[Accessed 10 January 2017].

KidsMatter, n.d. Why culture matters for children's development and wellbeing. [Online]
Available at: https://www.kidsmatter.edu.au/health-and-community/information-sheets/supporting-difference/cultural-differences/why-culture
[Accessed 19 December 2016].

Myers, 2011. The Importance of a Regular Routine to your Child. [Online]
Available at: https://childdevelopmentinfo.com/family-building/the-importance-of-a-regular-routine-to-your-child/#.WFg4LFOLTIU
[Accessed 19 December 2016].

Primary National Strategy, n.d. Supporting children learning English as an additional language. [Online]
Available at: https://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/ealeyfsguidance.pdf
[Accessed 10 January 2017].

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P1: Explain why a child's home language should be valued

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P1: Explain why a child's home language should be valued

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A child's home language should be valued as this is the language they are able to speak confidently. A child's first language is superior and enables families to share "values and traditions and cultural identity." (British Council, 2016) This is the language a child is the most fluent in and should be practiced alongside a second language so that the home language isn't overridden. A child's home language should also be valued as it provides the child with high self esteem even if they were to see themselves different to other children. This is because their home language is still being respected meaning they feel a sense of importance when speaking their language to other practitioners or children.