We also used to use registration to teach children polish words. So we have a word of the day , for example ‘orange’ ‘Pomarańczowy’. Some children will decide to speak the english and some will use a different language, we also give the children a choice of other languages they may learn in the future. (french, german, spanish).

I have designed a welcome poster, i feel that a welcome poster should be in every setting, to show that every child is included. The best place to have a welcome poster would be where the children enter the classroom, as this will not only make all the children feel welcome but the parents as well.

Children learn patterns, these patterns may be used in both languages or just in one. These patterns allow the child to feel confident in using new vocabulary and learning how to read or write them. Children with bilingualism can also show this to their friends as their special skill. This is very important for children’s confidence and self esteem levels. Children who are bilingual also have great problem solving skills as with their languages they are constantly problem solving. Children who are bilingual are also known to have positive attitudes towards language learning.

The silent period:

Because starting a new language is difficult and the child not only has to learn the new language but meet new children, it is important that they are given the chance to get comfortable in their new surroundings.

The echo stage:

This is when the child starts to repeat what an adult or child says, this could be a single word or a phrase. This is an important stage as this child will be learning their new language by copying social interactions from others. 

The formulaic language stage:

This is when a child starts to make sense and tries so make sentences, at this stage the child may miss a few connectives or use the slightly wrong word that has a similar meaning. ‘ my dinner’ ‘can me have some’  

The partial joining in stage:

This could be that the child is joining in with some songs or nursery rhymes but misses out some words. Or the child may only know the chorus.  This is a great stage of learning as the children can join in with all their friends and will feel like a part of the group.

 The Development of independent phrases Stage:

This is where the child puts their own feelings or opinions into their language. This may include their likes and dislikes.

The extended phrases stage:

This is where the child is using adjectives, verbs and nouns in a phrase to make it better. This stage allows the child to explain themselves in more detail.

The final stage:

This stage is where a child is making their sentences more complex and evaluative. This is the final stage as from her the child should be at the same stage as every other child, learning new words and phrases as they go along.

The setting should have a welcome poster, which could include all different languages. This could be put in the doorway so both children and parents can see it and feel like the setting will support their child. This welcome poster should include many different languages, and help and support links for both children and adults. The poster may also include pictures to attract attention and describe in picture form what may be said. 

The setting could also use displays to influence children's learning  and give children who do not have english as an additional language. This allows the children to communicate in other languages and to allow children to learn a new language. 

Another way to create a linguistic diverse environment could be having a language book corner, with books from other languages, this can help children to see other languages and learn the links between.

The role of observation can also help the child think that they are supported and that a professional is trying their hardest to help the child. The role of observation is also important to understand the child’s need. This can also help the professional to understand the likes and dislikes for this child. It may also help the practitioner to understand how to help the child. It may also help to set a routine for the child to understand when the child will be having extra support to help their language skills.

If the professional or setting did not support the child’s home language, the child may feel upset and that they should not be proud of their home language. It may also lower the child’s self esteem and their confidence as all they already know is not being praised , this may make the child feel sad. The child may also feel added pressure if the setting is not respecting or valuing the child’s initial language, as they feel that they need to learn english as quickly as possible so that they can communicate. 

National strategy. (2007). Supporting children learning English as an additional language.Available: https://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/ealeyfsguidance.pdf. Last accessed 20/05/18.

In one of my placements we had an indian girl, so the setting bought some indian dressing up clothes. This made the little girl very happy, she felt that she could share her culture with all the staff and her friends. She also enjoyed sharing her knowledge of the subject, this built her confidence because she was able to share her skills.

On the other hand if the parents didn’t work with the professionals in the setting the child may get confused as the child may be learning in one was at home and one way in the setting. This will make the child confused and the child may be learning at two different stages. This could also push the child’s development back further as they are over developed in some areas, but under developed in others. It may also lower the child self confidence as the professionals may never share the child’s achievements with their parents, this could mean that the parents do not show praise to the child for their achievements. This eventually could mean that the child doesn't see a positive to their achievements, which may lower their opinion of their education.

Routines in the setting can make a big difference for a child with eal. As children work well by using routines, this helps the child feel that they know what is going on at all times. This can also allow the child to know what they are doing and that they need to focus their time and attention on this. Without a routine children can feel uncertain as to what their day will plan out to be like, this will make the child feel nervous and confused. ‘A disrupted routine can set a child off and cause them to feel insecure and irritable.’ Child development (2011). With a child feeling this way it is hard for them to concentrate on learning. This may also make the child feel uncomfortable in their environment as they could be moved to a new one without warning. Especially for an eal child, this could interrupt their language skills greatly as the child will be unfocused and not in a ready state to learn. 

Activities:

These are planned to help a certain child with their development, this helps a child with eal as they need extra support to help boost their development of language. These activities should be planned to push the child and help them reach their next steps. Activities are usually planned around the child’s personalized plans. These activities could also be planned so the child progresses as normal, and to give them the extra support they may need. The child may also be planned into social tasks/groupwork. This is to improve their language and communication skills, the child may also pick up new vocabulary or learn a sentence pattern. This is important as children learn from first hand experiences, and being around other children will give the child these first hand experiences the child needs. 

In conclusion, I feel that eal children will learn more through routines and collaborative learning with parents. As this directs the child towards their goals and gives the child the best possible start for their learning experiences. However i feel it would be best if the child had both routines and planned activities to support their learning as much as possible.

Myers, R. (2011). Home About ADD – ADHD Parenting Expert Articles Blog The Well Balanced Family Contact Us Shop Cart Checkout My Account The Importance of a Regular Routine to your Child. Available: https://childdevelopmentinfo.com/family-building/the-importance-of-a-regular-routine-to-your-child/#.WwMi81Mvzeh. Last accessed 20/05/18.

The role of observation can also help the child think that they are supported and that a professional is trying their hardest to help the child. The role of observation is also important to understand the child’s need. This can also help the professional to understand the likes and dislikes for this child. It may also help the practitioner to understand how to help the child. It may also help to set a routine for the child to understand when the child will be having extra support to help their language skills.