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Implementing Strategies to Develop E.A.L (English as an additional language)

At Al Sadiq and Al Zahra, a majority of students do not have English as their native language. However, as most of the students have lived in the UK since birth, they are well integrated into the English culture and are well versed in English. Their ability to communicate in English is at par with a native speaker. Their receptive (reading and listening) and productive skills (writing and speaking) are constantly monitored and developed by the tutors.

Currently, there are nine students who have been identified with EAL needs. There are varied reasons for students’ less developed English language skills, recent migration to the UK being the first. To cater to their needs, the school has strategically planned a programme (please refer to the flowchart) details of which are given below.

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PROCEDURE

STAGE 1: INITIAL ASSESSMENT

All students are required to sit the entrance test in order to get admission at Al Sadiq & Al Zahra Schools. The purpose of this assessment is to gauge the level of the learners’ current skills and competencies. The levels are divided as follows:

EMERGING (where the student displays minimal language skills)

CONSOLIDATING (where the student has fairly good language skills)

ESTABLISHED (where the student confidently displays language skills)

STAGE 2: ASSESSMENT OF LEARNING STYLES & NEEDS ANALYSIS

The literacy tutor conducts simple tests to assess the students’ learning style (audio, visual, kinaesthetic). A needs analysis is done (parents’ help sought for KS 1 students) to know more about the students’ background and other educational and emotional needs. The assessment of learning style and needs analysis help to inform the Individual Learning Plan.

STAGE 3: INDIVIDUAL LEARNING PLAN

Once the learning preference is established the literacy tutor and EAL tutor liaise with each other to prepare a customised individual learning plan. Each term has a separate ILP. Each ILP has the students’ current levels of language skills, profile/background, specific learning requirements, targets and action. The ILP has mutually agreed, recognised SMART short term targets, relevant to the students’ needs and agreed for a set time scale. All targets are in accordance with the standards set by the National Literacy Curriculum for each key stage. The standards are explicitly mentioned in the document ‘Assessment of English: Levels for Key Stages 1 and 2.

STRATEGIES DEPLOYED TO ACHIEVE TARGETS

Special help is given to the students during and after literacy sessions. Both the literacy tutor and the EAL tutor work together to raise the students’ level. The focus is on structure/grammar, lexis, pronunciation, stress and intonation. In order to achieve targets the following strategies are deployed:

1. Provide opportunities to the student to read and write independently by giving one-to-one help.

2. Reading strategies like use of timer to record pace, guided and shared reading, model reading, matching, sorting, identifying sight vocabulary etc are deployed. Differentiated worksheets are pre-prepared to give the student a sense of ‘belonging to the class’. Additional worksheets are given as home work.

3. Writing strategies like brainstorming, oral rehearsal of ideas before writing, providing writing templates etc are deployed. Handwriting worksheets ensure better letter formation and eye-hand co-ordination.

4. Listening and speaking strategies like discussion, use of audio/video activities, role-play, listening for gist, specific information etc. are deployed.

STAGE 4: FORMATIVE ASSESSMENTS

To monitor and record students’ progress and to provide a chance to demonstrate their understanding/ skills, the divergent formative assessment or ‘assessment for learning’ is administered at intervals. These assessments are done during the literacy sessions without taxing the student. The tutor marks the work and student is expected to do the corrections; these include re-writing/ re-doing the model language. This is often given as home work

STAGE 5: PROGRESS REVIEW

Feedback and progress review are integral parts of the EAL programme. A constructive, clear, specific, supportive and timely feedback helps students identify their strengths and areas of concern. Feedback is both oral and written. For KS1 students, help is sought from parents as well. The student’s current level is recorded and compared with the past level. Motivational strategies like praise, encouragement, stars, team points etc. are deployed to increase and maintain the students’ level of motivation to learn English.

STAGE 6: SUMMATIVE ASSESSMENT

At the end of the term, the student is given a summative assessment. This assessment is differentiated and not the same as the regular assessment. Nevertheless, it is based on standards required by the National Literacy Curriculum. This assessment informs and provides scope for further action. Further action could mean continuation of EAL support or reduced EAL support during sessions