SUPPORTING
LATE ARRIVALS IN THE SECONDARY SITUATION
v Introduction
v Induction & the First Few Weeks
v Quick Checklist
v Year Group, Timetable & Grouping and Setting Arrangements
v Additional Support
v Advice for form tutors
v Advice for subject teachers
v Communication with parents/carers
v Useful Resources
For further guidance, please contact:
INTRODUCTION
We know that many EAL pupils of secondary age start school in the UK 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. Many such late arrivals have already formed a conceptual understanding of abstract ideas across a number of subject areas. Therefore, they are in a situation which is different from very young EAL pupils in the early stages of English who have been trying to learn those concepts through their weakest language. It is recognised that late entry pupils, who possess good literacy skills in their first language, make very good progress in English. However, young EAL learners have a considerable amount of time to develop their skills in English whereas older EAL learners will have less time within the education system and learning in the secondary classroom will tend to have less contextual and interactive support than for a younger child.
Irrespective of the age of the pupil’s entry into school, the distinctive nature of the EAL learner’s task is to ‘catch up’ with a moving target by engaging in learning an additional language simultaneously with learning the curriculum content, skills and concepts.
All EAL pupils follow the same route in their acquisition of English but will progress at different rates because of their different personalities, different abilities and different educational backgrounds and experiences. Motivation is also an important factor. Many pupils develop basic conversational skills fairly quickly because of their desire to socially interact with their peers.
Learning an additional language takes a considerable amount of time. Pupils take between one and two years to develop basic interpersonal communication skills (BICS) and a further five to eight years to develop cognitive academic language proficiency (CALP) in English. A school may have several EAL learners who were born in the UK, entered a school at the age of five years but who are superficially fluent in everyday spoken English whilst still experiencing difficulties using and interpreting language for specific purposes.
It is recognised that the vast majority of pupils for whom English is an additional language do not have special educational needs. Many EAL pupils have the potential to be high achievers.
For further guidance, please contact:
1. Induction & the First Few Weeks
1.1 Relevant information about the pupil(s).
It is reasonable to ask questions about languages spoken at home, past schooling and the child’s relationship to the carer (some children may have experienced changes of carer.). Families can also be asked if they are in receipt of certain benefits as this will affect their entitlement to free school meals, uniform grants and other benefits. Schools are required to see proof of date of birth, but not passports or immigration documents. However, in some cases, a pupil might only have immigration documents to show their date of birth.
A Checklist
¨ Country of origin & parents/carers’ country of origin
¨ First & other languages spoken & written. Preferred language (spoken & written). Languages spoken within the home.
¨ Religious background
¨ Previous educational background, e.g. where? Which country? (This might not always be the same as the country of origin) Age of entry to formal education system, periods of disrupted education, etc.?
¨ Medical problems?
¨ Is there any information to suggest that the pupil might have learning difficulties or special needs in addition to their needs as an EAL learner?
¨ Has the pupil experienced significant change or loss as might be the case with an asylum seeker and refugee pupil? Is there any information about the pupil’s past experience around sensitive issues that might need to be communicated to staff?
¨ Particular interests and skills? Some pupils enjoy a sport that can be offered as part of the curriculum or as an extra-curricular activity? Some pupils are musically gifted. Some pupils are gifted at Art. Some pupils enjoy using computers. Some are very accomplished at Mathematics.
¨ Has the pupil learnt English as a modern foreign language previously? If yes, for how long?
¨ Languages currently spoken within the home
¨ Length of time in UK.
¨ Names of parents/carers & any details relating to their competence in English
¨ The pupil’s preferred name and correct pronunciation.
1.2 Circulation of Information
After gathering as much information as possible, a very brief summary of key points should be written and circulated to all relevant subject teachers. Heads of Year, form tutors and support staff might wish to receive more detailed information. If there are particular details that the pupil and/or parents/carers do not wish to be known, their wishes should be respected except where health and safety might be an issue.
1.3. After the initial fact gathering interview, a period of induction needs to be discussed & agreed.
All students who arrive after the start of the academic year need special induction procedures. Induction is designed to help students settle into a new school and become effective learners as quickly as possible.
Consider the following list of suggestions:
¨ Agree and arrange a visit and tour date for pupil(s) and parents/carers (Supplying a map/plan of the school is helpful as well as providing names of key staff, e.g. class/form tutor, Head of Year, support staff, etc.)
¨ Agree a starting date for admission
¨ Provide information for parents/carers, e.g. school uniform, school day, education system, homework, etc.
¨ Decide the length of pupil’s school day, e.g. they could initially attend on a half day basis for two or three weeks before moving to a full day
¨ Agree a date when pupil would begin to attend school on a full-time basis
¨ Plan the organisation of the first day
¨ Organise a provisional timetable to be followed
¨ Arrange for the tutor/class group to be informed that they will be receiving a new arrival.
¨ Organise a buddy system for class & break times. (The ‘Buddying System’ needs to be monitored as many English speaking ‘buddies’ find pupils with little or no English very tiring and non-responsive when they are new to English. Buddies should be clear speakers of English with a great deal of patience and should be told not to ask too many questions. If there are pupils within a year group or tutor group that share the same first language they could be used bearing in mind that there might be gender issues. Buddies should be outgoing pupils who feel confident to inform staff about any difficulties they have in terms of communicating with the pupil or any hostile reactions on the part of other pupils, i.e. racist remarks or comments. They, the buddies, should be praised and acknowledged for the support they give and should have opportunities to discuss any problems at regular intervals. The ‘buddy system’ should continue for a longer period of time than that normally arranged for new pupils joining the school.
¨ Identify staff who might share a new pupil’s first/preferred language and could be used on an occasional basis to facilitate communication (bearing in mind, their own work commitments).
¨ Investigate availability of staff to support pupil in mainstream & withdrawal situations
¨ Identify available resources, e.g. software, dictionaries, pupils who speak the same language in classes, sets, year groups, staff who speak the same language (See above note), emergency numbers of language contacts, written materials which can be used across curriculum areas, etc.
¨ Training needs for mainstream staff & support staff (before, during, after induction period) might also need to considered.
¨ Identify a member of staff to oversee the induction period and who will convene a further meeting to evaluate the induction period and agree further actions and arrangements.
Please note, the induction period is about a pupil learning about:
a) New routines associated with the school day and week;
b) the environment of the school;
c) Expectations about behaviour.
It is also very much about forming new relationships, and, it is hoped new friendships.
Additionally, the induction period is about staff learning to adjust their delivery of the curriculum and thinking through different ways of including a pupil who may not understand and speak English very well (but who might be very able and skilled in other ways).
Induction periods can be very short (a week) or several weeks depending on a range of factors not least the new pupil’s personality, their level of confidence and their motivation to learn. The induction period should not be rushed even if parents/carers are anxious for their children to attend full-time. Being in a new learning environment where you cannot speak the same language as your peers easily is stressful and tiring. Many pupils experience loss of self-esteem; they can feel frustrated; and sometimes, they can feel very lonely. The expectation of some staff and sometimes parents/carers that the pupils will be speaking English fluently after just a few weeks can add further stress, which, as we know, adversely affects learning. Parents/carers need to be informed about the general rates of learning EAL so that they too can have realistic expectations (See footnote). Parents/carers also need to know that pupils benefit if, after a half- day or full day at school, they can relax at home and speak their preferred language. They may have said little or nothing all day because of limited skills in English but might have a great deal to say about what they have learned through first language.
Ways of Helping an EAL Pupil- Quick Checklist
· Find out as much as possible about the pupil’s background as possible and pass on non-confidential information to staff who will be involved with him/her.
· Choose the tutor group with sensitivity.
· Provide a leaflet with a map of the school and key times and people highlighted.
· Set up a Buddy system. If possible select a Buddy who speaks the same mother tongue.
· Ensure that the Buddy can pronounce the name correctly and will be able to tell other pupils and staff how to do so if necessary.
· Avoid prejudging the pupil’s potential from the language that he/she initially produces.
· If at all possible find time to ‘chat’ to the pupil and the Buddy.
· Organise an ‘escape route where the pupil and Buddy can go to if any problems arise.
· Invite the pupil to join in practical activities such as distributing equipment and clearing up where they will make verbal contact with other pupils.
· Be aware of possible isolation after the first few days, when the Buddy has returned to his/her normal activities. Avoid ‘over use’ of the Buddy.
· If there is any chance at all, have another adult available for the new pupil to use as a ‘back stop’.
· Don’t worry if the pupil hardly says anything. A silent period is quite normal and to be expected.
· Provide opportunities for pupils to listen to other pupil’s questions and answers before being asked for a similar response.
· Encourage the pupils to say ‘I don’t understand’ when they need help. Check whether it is a signal for reassurance; repetition; further / alternative explanation; or complete incomprehension.
· Allow mother tongue in written tasks.
· If possible provide a dictionary. In any event ensure that the pupil acquires and uses one.
· Initially written tasks can focus on the familiar. Pupils can write about Myself, My Family, My Country, My Previous Schools. If written language is absolutely impossible for the pupil, cartoons, and drawing are fine, but avoid giving mindless tasks such as colouring in pre-drawn pictures, maps etc.
2. Year Group, Timetable, Grouping and Setting Arrangements
2.1 Year Group
Generally, it is recommended that pupils should be placed in appropriate year groups. However, if they are a very young Year 10 and/or have experienced disrupted education, then it might be more appropriate for them to be placed in a Year 9 group. If they arrive as a Year 11 pupil, then the situation becomes very difficult as most Year 11 pupils are completing GCSE courses, will be revising in the Spring term and will be officially leaving the school early in the academic year only returning to take exams. If an EAL pupil is of Year 11 age, then various options could be considered:
¨ Placement in a Year 10 group
¨ A very reduced timetable in accordance with revised guidance on
disapplication of NC at Key Stage 4. Pupil to participate in work-related learning. They must study English, maths, science, RE, careers & sex education. Certificates of Achievement courses could be considered. Obviously they could take a GCSE in their first language if that is offered at GCSE level and they are literate in their first/spoken language.
¨ Special arrangements that can be made for late arrivals at GCSE level (Contact should be made with individual examination boards to discuss special arrangements that could be made, e.g. use of bilingual dictionaries, additional time, etc.)
Obviously, pupils and parents/carers need to know that there is academic life beyond the end of Year 11. Many EAL late arrivals who are highly motivated achieve well but a little later than their monolingual peers do. That is why information about post 16 opportunities should be provided to both the pupil and parents/carers. This might include college courses and Adult Basic Education classes in ESOL (English for Speakers of Other Languages).
Pupils who are of Year 7,8 and 9 age should be placed in appropriate year groups. If pupils are admitted to Year 9, then over the SATs period, they will be entitled to a variety of special arrangements as outlined in QCA guidance. In most cases, if they are very new arrivals, they can be temporarily disapplied from taking SATs.
2.2.Timetable
In most cases, for Years 7-9, the normal timetable should be followed. Pupils of Year 10 & 11 age should concentrate on some subject areas but could be allowed time for withdrawal support and time to engage in individual study with access to online bilingual dictionary support for homework and course work tasks.
Don’t always think that an early stage EAL pupil would not be able to learn a modern foreign language and that it would be confusing given that they have yet to develop basic skills in English. If they are at the same starting point as their peers in a MFL, they will be able to access the language and will learn. Many EAL learners achieve very well because they already using and developing a variety of language learning strategies which most of their monolingual peers will not be using.