- Q1: Why are there so many terms: bilingualism, multilingualism, EAL, etc.?
- Q2: If languages other than English are used in the classroom, how will the monolingual English speakers cope?
- Q3: How can a monolingual teacher support use of first language?
- Q4: If a child knows very little English what alternative is there but to simplify the curriculum?
- Q5: How can children be expected to learn National Curriculum subjects when they don't speak English? Shouldn't they be taught English before being expected to access the curriculum?
- Q6: Hasn't anybody developed a syllabus for children learning English as an additional language?
- Q7: Should children learning English as an additional language have Individual Education Plans (IEPs)?
- Q8: What's the difference between a culturally inclusive curriculum and a multicultural curriculum?
- Q9: Where can I get more information about pupils learning English as an additional language?
Q9 -- Search the publications and teaching resources area of this website.
- Visit online Support for the Ethnic Minority Attainment at http://www.emaonline.org.uk/ema/
- See National Association for Language development in the Curriculum at http://www.naldic.org.uk/
- http://www.emas4success.org
Q1 - Many children enter our schools speaking (and in some cases reading and writing) one or more other languages. English is for them an additional language, making them bilingual or multi-lingual. Bilingualism (or multi-lingualism) is the ability to communicate in more than one language; the ability may be the same in both languages or may be greater in one than others.
'Advanced bilingual learners' are those learners who have had considerable exposure to an environment within which English is the first language and thus are no longer in the early stages of English language acquisition (Ofsted) 'In England, the term (bilingual) is currently used to refer to pupils who live in two languages, who have access, or need to use, two or more languages at home and at school. It does not mean that they have fluency in both languages or they are competent and literate in both languages' (Deryn Hall, Assessment of the needs of bilingual pupils, 1995)
Children have to learn English if they are going to achieve in the English school system. Does it not make sense then to use as much English as possible right from the start? Bilingualism is an asset, and the first language supports the development of additional languages. It is important to facilitate the continued development of the first language alongside English. The first language has an important role in cognitive and academic development and supports the acquisition of English. It is easier to transfer a concept, skills and understandings learned in the first language than it is to learn them in an additional language
Q2 - Use of other languages in the classroom generates an interest in language learning which can lead to a greater interest in learning itself. It is important to share with children the advantages of being multi-lingual.
Q3 - This can be done by showing an interest in the languages used by the children, celebrating the linguistic diversity in the classroom, enabling peer talk in first language and using bilingual adults effectively.
Most of the children get embarrassed if they are asked to speak in their first language. Young children are happy to use first language in the classroom; older pupils may use it in the playground but not in the classroom. It is worth looking at classroom practice to ensure that they are encouraged to continue to use first language for learning.
Q4 - Bilingual children have the right to be offered work at an appropriate level of cognitive challenge. This is possible through providing linguistic and contextual support.
Q5 - The two must go hand in hand. The need to use English in order to access the curriculum provides learners with a real purpose for using the new language.
Q6 - The whole curriculum is an ideal language-learning syllabus providing learners get opportunities for speaking as well as listening and use the new language with peers as well as adults.
Q7 - Children learning English as an additional language have particular language learning needs and abilities. This is not the same as special educational needs (SEN) and they shouldn't be grouped with children with SEN. They are just as capable as any other child and benefit from working alongside competent speakers of their first language where possible and of English. They should only have IEPs if they have been identified as having a SEN in addition to their EAL learning need.
Q8 - A culturally inclusive curriculum includes the cultures, languages, religions lifestyles, families etc. of the pupils in the school and the communities in the locality whereas a multicultural curriculum may not. It may simply include elements from other cultures.