English as an Additional Language

Stages of Learning and Additional Language

When you’re working with EAL children in the early years it’s important that all your practitioners understand the different stages in which children with an additional language learn to speak.

Understanding these stages is crucial to making sure that no child gets pushed too hard before they’re ready. Appreciating the rate at which children learn will help all  practitioners to make the right choices for every child.

1. The silent period – Often the child will start with a silent period, possibly combined with gestures and some use of their home language. This is not a passive time, but the time at which they will be applying what they know to new contexts. Continue to speak to them as much as possible and try to pick up on non-verbal responses when possible. Can last around six months.

2. Echoing words – The child may echo words or very short phrases in response to the practitioners. For example, if you ask them ‘Do you want to go outside?’ this may be met with ‘Outside’ or ‘Go outside’. All attempts to speak should be heavily encouraged and praised.

3. Language with meaning – They’ll start to copy chunks of speech that give real meaning, such as ‘Daddy will come soon, or ‘My turn’.

4. Joining in – You’ll start to notice increased involvement with refrains in stories and songs, learned by imitating other children.

5. One word, many meanings – This stage is characterised by single word answers (usually nouns) that the children use to perform a variety of functions including questioning, responding and naming things.

6. Multiple words – Independent use of two or three-word phrases will start to become commonplace, usually with function words omitted. This is usually about communicating meaning such as wants or dislikes and can be accompanied by non-verbal gestures.

7. Extended phrases – Children will start to use extended phrases that include verbs, adjectives and nouns.

8. Normal speech – Eventually this will lead to longer sentences and general speaking competence, although some minor irregularities are likely to still be present as a result of the difference in usage of things like tenses compared to their home language.

Strategies for the Non-verbal or Silent Period

Priscilla Clarke (1992) suggests ten strategies to support children’s language development during this stage:

• Continued talking even when children do not respond.

• Persistent inclusion in small groups with other children;

• Use of varied questions;

• Inclusion of other children as the focus in the conversation;

• Use of the first language;

• Acceptance of non-verbal responses;

• Praising of minimal effort;

• Expectations to respond with repeated words and/or counting;

• Structuring of programme to encourage child to child interaction;

• Provide activities which reinforce language practice through role play.
  (Clarke, 1992 p.17-18)

Preparing the Setting

• Involve the home language in the setting with notices, labels and books in that language wherever possible 

• Spend time with the parents to find out what the child finds comforting, correct pronunciation of names and comforting words, their background including cultural , religious or dietary differences 

• Choose a buddy, this can be a powerful way to help a child try to pair them up with a naturally caring, friendly, nurturing child in the setting. So long as the child understands the language limitations of their new buddy, it can be a huge boost to children who have EAL in early years.

• Learn basic 'survival' words  in their home language such as , 

Hello / Goodbye

Toilet 

Drink

Snack

Hungry

Yes/No

Make visual support cards to support the survival language in nursery.  You may want to send a copy home before the child starts and encourage the family to use the English words in preparation.

Supporting Effectively

To support bilingual children practitioners need to ensure that they show,

• Warm attentiveness – someone close by and who is clearly interested in what they are doing

• Responses to their non-verbal actions and gestures, helping them feel accepted and understood

• Be sensitive, enthusiastic and encourage feedback when they try to make themselves understood

• Opportunities to feel included and part of the group without feeling pressure to join in or contribute (never deny any child involvement in an interaction because you think he or she doesn’t understand)

• Time to process what has been said to them and think through what they want to say

• Mime, action and gesture – as tools for all children – so as to facilitate collaboration between themselves, the EAL child and between children

• Use simple and repetitive language that models fundamental vocabulary

• Opportunities to share simple books, especially baby books with repetitive vocabulary and clear images

• Use of props for books and rhymes

• The opportunity to share their focus of interest with adults and other children in collaborative ways that don’t rely on shared language.

Advice for Families

Families often need advice on how they can support their children learn to speak English and conserve their home language.  Advice form professionals suggests that the home language is spoken within their house and that English is spoken out with the home.  What follows is advice from Education Scotland for the families of bilingual learners.

Speak your home language with your child

Your home language is important – it helps you to pass on values and traditions, keep your own cultural identity and stay in touch with family and friends. Also, becoming fluent in your home language will help your child when they come to learn other languages.

Here are some ways you can help your child develop skills in your home language:

• Ask your child questions

• Explain what you are doing in everyday routines and when you are doing activities with your child

• Sing nursery rhymes and songs

• Tell fairy tales and encourage children to retell stories, to talk about the pictures in the books and make up their own stories.

• Read dual-language books with your child. These are books (both fact and fiction) that have the same information in your home language and in English (go to your local library or ask at your child's school).

• Talk about schoolwork in your home language

• Socialise with friends from your home community and keep in touch with your extended family

• Listen to radio and CDs and watch television and DVDs in your home language

• You could attend home language classes and schools.

How can I also help my child to learn English?

Outside the home:

• Take your child to places where they can hear and use English – for example parks, clubs and playgroups

• Introduce new words and phrases to your child while you are out, for example ‘the green man’ and ‘the red man’ when crossing the road; names of fruit and vegetables at the supermarket.

At home:

• Make sure that your child's play areas and toys include materials in English (as well as your home language) that they can read or listen to on their own.

• Encourage your child to watch and listen to programmes on television, radio and the internet where they will hear English. It also helps to talk about these programmes with your child, either in your home language or in English.

Playing games, telling stories and singing songs:

• Play games like matching pairs and jigsaws – these will encourage your child to develop good use of the English language.

• Learn some English nursery rhymes and songs with your child.

• Tell fairy tales and encourage children to retell stories, talk about the pictures in the books and make up their own stories.

• Use pictures and real objects to encourage your child to learn to use English and to use new words and phrases (for example when they ask for a snack.)