English/Welsh as an Additional Language – the first days and weeks

Pupils who are EAL learners will all have different experiences of learning a new language/s. Some may have little or no English, whilst some maybe fluent.

Beginners or learners new to a language will tend to be quiet, observing and internalising the language and activities around them. Sometimes this can last up to six months.

Beginners may begin to learn language associated with everyday, familiar occurrences, this is sometimes called survival language. It may include simple words and phrases for social interactions e.g. wash your hands, sit on the carpet, lunch time, playtime, line up. The first words and phrases learners understand will support them to interact socially in their environment.

The information in this section aims to help teaching staff support EAL learners and their peers in their first day and weeks, sharing ideas, strategies and resources.

Please see the CPD section for further information about EAL pedagogy and principles.

Conditions that will support an EAL/WAL learner

Comprehensible input

Where meaning is made clear using context clues (body language, gestures and visual support)

A stress-free environment

Where the learner can take risks and learn from mistakes as well as successes.

The right to be silent

Where the learner is allowed time to listen and tune in to the language before attempting to speak

Stephen Krashen

Inclusive EAL/WAL practice – the first days and weeks

1. Use the class teacher information from the checklist, make sure you have prepared visual resources and equipment ready for the first day, days and weeks to support a smooth transition for the pupil

2. Are they a new learner to English, have some understanding or more fluent with their English language? Remember they may have been taught English as a second language in school

3. Have you learnt some phrases from their first language to greet them?

4. Have you organised a good role model (behaviour/language/friendly) as a buddy or young interpreter?

5. Use the buddy ideas and strategies documents for further advice

6. Is your environment safe, secure and welcoming?

7. Remember – how might they be feeling? How can you help them through your daily classroom provision and ensure you have an inclusive classroom?