EAL Policy-Full School
Last reviewed: 04/02/19
SLT responsible: Amanda Maxwell, Head of EAL
In our School the teaching and learning, achievements, attitudes and well being of all the children are important. All children are encouraged to achieve the highest possible standards. We do this by taking into account of each child’s life experiences and needs.
The term EAL (English as an Additional Language) is used when referring to pupils whose main language at home is a language other than English. For some students, English may a third or fourth language. The policy sets out the school’s aims, objectives and strategies with regard to the needs and skills of EAL pupils.
Children who are learning English as an additional language have skills and knowledge about language similar to monolingual English speaking children. Their ability to participate in the full curriculum may be in advance of their communication skills in English.
At Cranleigh Abu Dhabi, all pupils for whom English is an additional language should have access to the full curriculum and the full range of co-curricular activities on the same basis as all other pupils.
- To give all pupils the opportunity to overcome any barriers to learning and assessment.
- To welcome and value the cultural, linguist and educational experiences that pupils with EAL bring to the school.
- To implement school-wide strategies to ensure that EAL pupils are supported in taking part in all activities.
- To help EAL pupils to become confident and fluent in speaking and listening, reading and writing in English in order to be able to fulfil their academic potential.
- To identify and make maximum use of the opportunities for modelling fluent English.
- To encourage and enable parental support in improving children’s attainment.
Strategies for supporting EAL Students
- All rooms to be socially and intellectually inclusive, valuing cultural differences and fostering a range of individual identities.
- Recognise the child’s mother tongue and boost the child’s self-esteem.
- Identify the child’s strengths and acknowledge the time it takes to become fluent in an additional language.
- Pupils who receive assistance with EAL will be fully integrated into school life and will be provided with appropriate support as required.
Teaching and Learning
A Whole School Approach
For the majority of their time at school, our EAL pupils will be integrated in all the same classes as our native speaking English pupils. Everyone in the school is therefore responsible for helping our EAL children become more fluent in English. During lessons teachers will:
- Show differentiated work in their planning.
- Have high expectation, expect pupils to contribute and give more than single word answers.
- EAL children are as able as any other children and so they should be set appropriate and challenging learning objectives, with their progress being monitored carefully.
- Recognise that EAL pupils need more time to process answers.
- Allow children to use their mother tongue to explore concepts.
- Give newly arrived children time to absorb English (there is a recognised ‘silent period’ when children understand more English than they use. This passes if their self-confidence is maintained).
- Use groups to ensure that EAL children hear good models of English.
- Use collaborative group activities.
- Provide a range of reading books that highlight the different ways in which English is used.
- Provide phonic software and audio books as appropriate.
- Ensure that there are many opportunities for talking to both adults and peers.
How EAL support is offered
At Cranleigh Abu Dhabi, EAL students are supporting in several waves. As with SEN, the ‘Wave’ approach is undertaken
Wave One – Quality provision for all
Wave Two – In class support
Wave Three – Small group / 1:1 intervention
Some EAL students not requiring additional support outside of the classroom will be offered differentiated lessons by the subject specialist teacher / class tutor. This would include vocabulary lists when introducing new topics, visual displays to introduce key words and phrases. The teachers will also take into account their language background and culture and ensuring that this is included in the learning environment.
This is offered to EAL students in their English subject for Years 3 and above. Students have either been referred by their subject specialist teacher or identified as needing additional support by the EAL department. The EAL team will support the teaching in working with small groups within the class. This would include grammar, vocabulary, reading comprehensions and spelling. The overall of progress is monitored by the class tutor with further input from the EAL department.
The majority of EAL students will receive support in either small groups or 1:1 for grammar, writing, speaking, listening and phonics. For some students, this support is offered instead of undertaking a third language. For Year 3 – 6, this would be French and in Years 7 and above, Spanish or Latin. Parents are notified of this before support can be offered. The English support is carried out by the EAL team and an individualised program is offered.
The Unique Child
- Ensure that all families feel included and are able to participate in their children’s care and learning experiences.
- Keep pupils safe when they may not understand verbal instructions, with particular reference to fire drills and evacuation procedures.
The Role of the Parent in EAL
The parents can support their children in the following ways:
- Notifying the EAL team of any previous support given on admissions
- Allowing the pupil to be assessed to gage the level and type of support that is given
- Being in regular contact with the EAL department who in turn will offer resources in supporting their child at home
Pupils with EAL needs are admitted to Cranleigh Abu Dhabi according to the same criteria as other pupils (see Admissions’ Policy)
Entry point for admissions are across the age range of the school, where pupils are age – appropriately assessed in verbal reasoning, non-verbal reasoning and quantitative reasoning. Parents that indicate that their child has less than 2 years in an English speaking school or have indicated previous EAL support, may be further assessed by the Head of EAL.
The Head of EAL reports directly to the Director of Studies.
The Head of EAL is supported by experienced Learning Support Teachers (LSTs) who are available to teach EAL pupils on an individual basis, as and when required. Pupils who require additional English support are referred to the Head of EAL, who organises a special programme for each pupil.
The Head of EAL responsibilities include:
- Assisting in the development, monitoring and evaluation of the EAL policy;
- Overseeing initial assessment of pupils’ standards of English;
- Overseeing day to day operation of the school’s EAL policy;
- Maintain a central record and overseeing the records of all EAL students;
- Liaising with and advising fellow teachers of EAL students;
- Liaising with Director of Studies / Head of Years about individual progress;
- Managing learning support teachers and classroom assistants;
- Liaising with and supporting parents of EAL children;
- Ensuring the effectiveness of each individual program undertaken by the EAL team is regularly monitored and assessed;
- Assisting with the assessment process of prospective pupils.
1:1 EAL tuition may incur a charge. Pupils are usually withdrawn from non-examinable subjects for EAL but sometimes it may be deemed more appropriate to withdraw pupils from French. The number of lessons offered a week varies for each individual, depending on need.
Administering exams / EAL exam provisions
Years 3 and above
Any EAL student who has had less than 2 years in an English speaking school and speaks another language other than English at home may be eligible for additional time and the use of a bilingual dictionary during formal exams or assessments. A maximum of 10% extra time is given to selected exams.
A standard bilingual translation dictionary must be used by the candidate. This may be an electronic bilingual translation dictionary or more typically a hard copy paper bilingual translation dictionary.
Monolingual dictionaries (which define words and phrases), translators (including web based translators), wordlists or glossaries must not be used.
The bilingual translation dictionary must not:
- contain/display pictures; or
- provide an explanation or clarification of words and phrases.
Special Educational Needs and Gifted and Talented Pupils
The school recognises that most EAL children needing additional support do not have SEN needs. However, should SEN needs be identified; EAL children will have equal access to the school’s SEN provision. Equally if EAL pupils are deemed Gifted and/or Talented, they will have the same opportunities as any other Gifted or Talented pupil within the school.
We will provide equal opportunities to all our children, regardless of gender, race, or disability. For more information about equal opportunities, please refer to our Equal Opportunities Policy.
It is vital that every member of the School community is valued and that the teaching that each child receives should respect and support the child in every way possible.
EAL Policy-Pre-Prep School Supplement
Last reviewed: 13/10/18
SLT Responsible: Tania Moonesinghe, Head of Pre-Prep School
There is no additional information to the Full Policy.
EAL Policy-Prep School Supplement
Last reviewed: 10/10/18
SLT responsible: Stephen Deady, Deputy Head Prep School
There is no additional information to the Full Policy.
EAL Policy-Senior School Supplement
Last reviewed: 19/09/17
SLT responsible: Damien Ward, Director of Teaching & Learning
Additional Time in Exams
For those students who qualify for extra time due to their EAL status every care should be afforded to ensure they receive their allocated time during key individual assessments. In this case teachers should ensure that students write in a different color pen for the duration of the extra time. Following the completion of the exam, the EAL department should be briefed relating to the performance of the student.
The Isams register is a way in which student data is saved for teacher reference. All students who have been identified as EAL will be highlighted with a blue star. Some students will remain on the register even if the additional English has stopped. These students are kept on the EAL register to allow teachers information when it comes to exam provisions. Once these students are not eligible for additional time, they will be removed from the Isams register list.