Early Years

EAL in the early years (pre K-Kindergarten) focuses on fostering confidence in English through play-based, language-rich, and developmentally appropriate activities, rather than rigid academic instruction. Effective strategies include encouraging home language maintenance, using visual aids, routines, and peer interaction. It often involves a "silent period" where children listen and process before producing language. 

Key Strategies for Early Years EAL Learners

Support the Home Language: Encourage families to continue using their first language at home to build a strong foundation, which helps in learning a second language.

Play-Based Learning: Use dramatic play, games, and music to create a low-pressure, interactive environment.

Visual and Gestural Support: Utilize gestures, pictures, and props to make meaning clear without constant translation.

Create Predictable Routines: Consistent daily routines, such as using picture-based schedules, help children feel secure and understand expectations.

Respect the "Silent Period": Young learners may not speak for up to six months while they absorb language; encourage participation without forcing speech.

Use Repetition and Rhyme: Songs, nursery rhymes, and repetitive stories help children learn language sounds and structures.

Cultural Inclusivity: Validate children's backgrounds by displaying familiar items or using pictures of their families to create a sense of belonging. 

Considerations for EAL Programming in Kindergarten

In Kindergarten, children learning English typically are in the regular classroom with their same-age peers. Explicit language instruction is required to develop oral language for children learning English as a new language. The following chart shows how children at lower English language proficiency levels require more time, support and explicit instruction. As their proficiency increases, explicit language instruction with a more specific language focus is required.