CONTRIBUTORS
Learners with English as an Additional Language in
Early Years settings This month, in our ongoing collaboration with Edge Hill University curated by ALICIA BLANCO-BAYO, Early Years Lecturer and WTEY Programme Leader at the University’s Faculty of Education, we’re delighted to hear from Dr MARIA RERAKI, lecturer in Early years Education at Edge Hill University.
Given the high rise of learners who speak more
than one language in UK schools because of various reasons (immigration rates, political and financial instability) the importance of identifying ways to support EAL learners in Early Years settings is prominent. Children might come to schools with a variety of English language levels depending on the time they have been exposed to English and on the language(s) used at home. The same applies to parents whose knowledge of English might be minimum. Where those language barriers are present Early Years educators struggle to identify children’s characteristics and needs and evaluate the milestones reached. All these elements are of central importance as they define the support EAL pupils might need in Early years settings and influence current and future educational experiences. Back in 2018, the Department for Education introduced a requirement for schools in England to report on the English proficiency of their EAL pupils to explore the link between attainment and proficiency in English. The analysis showed that greater English language proficiency increases attainment. Although this was something expected, it is important to acknowledge that a number of facts need to be taken into consideration along with this finding. The later an EAL pupil arrives in an English school the slower their English language attainment will be. This will undoubtedly impact their later academic attainment; it is not until pupils are competent in English that they are more likely to achieve higher scores in their GCSEs than their monolingual peers. What is more, the learner’s first language will influence the time needed for the learners to become proficient in English given the similarities and differences between English and other languages.
So, what do the above mean for Early years settings? As the educational attainment and experiences of all learners are heavily influenced from Early years practice, it is important to identify those characteristics of inclusive and support approaches Early years practitioners can employ. Individual learner profiles, targeted curriculum plans, language and emotional support are some of those practices that will promote language learning, enhance inclusion and promote a positive self-identity of learners that come from a variety of cultural and language backgrounds. The design of learner profiles and the collection of background information will also allow us to identify early enough whether learning difficulties are present and employ early intervention models. At this point it is worth noting the benefits of bilingualism as these have been demonstrated in several studies in the last decade. The latter can be used in favour of EAL pupils and have a positive impact on all pupils. We should be thinking of the ways EAL learners’ monolingual peers can benefit from their contact with different languages and cultures and how these educational experiences can make them not only more inclusive but more ‘language and culture-aware’ from early years.
18
www.education-today.co.uk Maintaining a
focus on learning In her regular column this month, STEMtastic! founder KIRSTY BERTENSHAW offers her tips on keeping your students focused on learning
Many students are still struggling with the amount of learning required after the change in routine with Covid, and from having distractions during lockdown home learning. Noticeably, exam year groups are feeling the pressure of the upcoming exams earlier than usual, and we know our teenagers are struggling more with their mental health than ever. Here are a few ideas to help keep our students focused and engaged in lessons throughout the week while still achieving a positive impact and progression. Positive reinforcement
Although this is something already incorporated into feedback to students, it is particularly important with students known to be struggling. Even small victories should be praised to foster self- belief and encourage them to continue trying. Advising them of the equivalent grade of a task they have completed independently might surprise them and encourage them. Remind them of the progress they have made so far, and how small improvements can result in higher grades.
Using multiple learning tools
Every individual has their own preferred way of learning but it’s not always possible to accommodate all of them in the limited lesson time available. Different teaching methods to engage students could include showing a short revision video for a topic at the start or end of a lesson followed by an exam style question related to it, or using multiple choice quizzes that progressively get harder through the weeks by using similar answers. If there is a particular lesson in the week that is less productive than others, for example Friday afternoon, try self-led learning tasks, or IT-based tasks. Early preparation for exams
Setting topic summaries as homework, perhaps as learning mats with gaps or questions for students to complete, can help them recall key information and practice calculations from earlier in the curriculum. Providing exam style questions early in the term and giving both an easier and a harder option allows students to see how the difficulty progresses and gets them used to exam language. Another useful technique is to give examples of questions with answers and ask students to identify the mistakes and correct them. This works extremely well with maths and science questions. Use games to reinforce key content
Games are a great way to break up a lesson, get back into learning mode after lunch or encourage some positivity in a class tackling a tricky topic. Games can be as simple as matching keywords and definitions, or more complex where questions and answers form a loop. Games make a good starter to a lesson too, getting students’ brains working for the session but avoiding the pressure of recalling information straight away. Scrabble or word scrambles encourage literacy skills and recall of key words, while maths puzzles such as countdown, where a target number must be made, is good practice for numeracy skills. Physical activity
Moving raises energy levels, dispels fatigue, and causes more oxygen to be pumped to the brain. Activity circuses can be used, sorting students into groups, or allowing them to roam the activities as they choose. Alternatively, set up information points around the room and students can research a concept, completing a task sheet as they go around, for example researching renewable energy sources. If space allows and a room is clear enough to move from one side to another safely, multiple choice quizzes or true or false quizzes can be set up, with each wall representing true, false or answer A, B, C, or D, where students move to the appropriate wall depending on their answer.
Kirsty is the founder of STEMtastic, an education consultancy with a focus on Science, Technology, Engineering and Maths
www.stemtastic.co.uk
Febraury 2023
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48
