EAL Area 1
Ensuring the needs of children new to English are integrated into a cohesive, inclusive admissions process.
1. What changes to the normal admissions procedure do I need to make to ensure all appropriate information is collated to allow EAL learners to settle in effectively and quickly?
Take a look at the induction and transfer documents in the useful documents section.
2. What changes to normal admissions procedures would you advise schools to make in the case of an EAL learner?
Take a look at the EAL Transfer in the useful documents section.
3. What additional information is required at the admissions stage in the case of an EAL learner?
Take a look at the EAL information document in the useful documents section.
4. How would you overcome language barriers through the process?
– Subscribe to a language translation service for spoken translations and text translations (or call on the skills of bilingual parents or staff).
– Produce resources in a range of formats (e.g. different languages, Braille, easy
read, audio etc).
– Ban jargon, abbreviations and acronyms. Use plain English when speaking and writing.
– Check parents have understood what you have said by asking questions. Correct misunderstandings by using different words than you originally used to communicate the message.
– Offer short workshops to develop other skills that will enable parents to engage more effectively (e.g. problem solving, team working, engaging with pupils in the school environment etc.) This could be in-house training, delivered jointly to parents and staff.
– If Polish, Lithuanian or Romanian consider the sound enabled Power-point resource at www.littlelearners.eu
5. How would you advise this information is stored & disseminated?
Inform staff of new EAL pupil and create a round robin regarding relevant information of new pupil
6. What pitfalls are there to avoid?
Sitting EAL pupils, with children who have additional needs and/or poor language skills