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. 

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

•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;

 

•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.

•Comprehensible input

where meaning is made clear through the use of

context clues (body language, visual support).

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

 

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

•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.

 

•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

•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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•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

•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 

•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 

•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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•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.