Teacher Voice: “Since having targeted language interventions, children have become much better at listening to instructions. They have become more articulate in their speaking and have formed friendships with their peers”
Miss Fenlon.
“I really like playing the games and it helps me with my speaking”
Raisa Year 3.
Many pupils arrive at school already speaking more than one language, with English being their second, third or even fourth language. This linguistic diversity is accompanied by pupils’ diversity in prior exposure to English, prior experiences of schooling, their length of residence in England and their social circumstances. At Alphington we understand the importance of quickly supporting EAL children to help them understand teachers engage with the curriculum and form friendships.
We are passionate about ensuring all children become confident and enthusiastic lifelong English speakers.
At Alphington, we are creating our future English speakers.
We want our children to:
EAL has their language ability assessed at the start of the year and the need for additional support is identified.
If required, EAL children are given daily language interventions.
Teachers adapt teaching to support EAL children by sharing key vocabulary for topics in their first language, adapting teaching resources and offering pre-teaching of lessons.
We will measure the impact of this through:
